Summary Accreditation for Teacher Education Program

Academic Policies and Regulations for Undergraduate and PBTL COE undergraduate and Post-Baccalaureate Teacher Licensure (PBTL) students are under the same academic policies and regulations as university undergraduate students. These can be found in the General Information section of the catalog, under Academic Policy And Regulations for Undergraduate Programs. The following are instances where policy slightly differs: • COE students are allowed one grade below C- to count toward licensure requirements (Gen Ed or Professional Studies). • CLEP and AP credit shall count as CR (credit), not P (pass) for the purposes of the COE policy toward licensure content requirements and co-requisite courses outside their primary discipline. • In the event of a contested grade, the student will follow the University's undergraduate policy in the section noted above; however, the hearing committee will consist of the following from the COE: ◦ the dean, the director of academic and student services, the student’s advisor, and two faculty members Prior Learning Portfolios for PBTL students • • 7 2021-22 Catalog Students in the PBTL program may submit a Prior Learning Portfolio (PLP) for requirements for ED 110/111. The PLP should include a minimum of 60 hours in the field, must have been carried out in the endorsement area for which a license is sought and must have taken place prior to or in addition to practicums taken at 8 2021-22 Catalog MBU; day-to-day substitute teaching does not count for PLP hours. PLP’s must be completed either while the student is enrolled in ED 115 through MBU or in their first semester in the Teacher Education Program. There is one semester hour fee associated with submitting a portfolio. For more information on the PBTL program or PLP’s, please contact the College of Education. Requirement for Coursework, Continuous Enrollment for PBTL Students Undergraduate students admitted to the Teacher Education Program who plan to roll into the PBTL program to complete coursework and/or student teaching must begin and complete the coursework or student teaching within one calendar year from their Bachelor’s graduation. If incomplete within one calendar year, students will be exited from the Teacher Education Program and will need to reapply for program entry and meet any new licensure requirements put into place by the Virginia Department of Education. PBTL students must take at least two courses (six semester hours) in the PBTL program, one of which must be a methods/instructional strategies course, prior to applying for student teaching. Students are expected to remain enrolled continuously from the date of their initial registration for courses until completion of the degree. However, because of family emergencies or special situations, students may need to stop registering for new coursework for a semester or two. The decision to do so should be made by the student in consultation with the advisor. Students who do not enroll in education courses for three consecutive sessions (or one calendar year) are changed to “inactive” status and given an exit date. Inactive students who wish to reenter the program must reapply and must pay a re-enrollment fee of $50, if accepted. Records of inactive students who wish to re-enter the program are reviewed for reactivation. Certain conditions may be set for reentry into the program: e.g., if program requirements have changed during the time students were on inactive status, they may have to meet the new requirements. Students may also request a Leave of Absence. Additional information on the undergraduate Leave of Absence policy may be found in the General Information, Academic Policy and Regulations for Undergraduate Programs, Academic Procedures section of the catalog. Professional Qualities and Dispositional Traits Evaluation of student dispositions has been an aspect of MBU’s COE program since its inception. It is also a requirement from our national accrediting agent, CAEP. In the COE, we refer to these as Professional Qualities and Dispositional Traits and focus on those characteristics, attitudes, and behaviors that are relevant to serving as or becoming an effective educator -- but that are not necessarily included in traditional academic evaluation and individual course grades. Faculty, advisors, director of academic and student services, director of teacher education, and the dean of the College of Education review all students’ professional qualities and dispositional traits throughout the program and at admission, during practica, after the methods course, and after student teaching. The COE reserves the right to collect and review dispositional traits at any point in time for matters of grave concern. If in their judgment a pattern of concern about professional qualities from either the course performance or practicum evaluations is evident, both the students and their academic advisors are notified in writing. In an effort to address or remediate any concerns, students may be placed on warning or probation with conditions or stipulations. Ongoing or grave concerns may result in dismissal from the Teacher Education Program. 9 2021-22 Catalog Professional Qualities and Dispositional Traits Evaluation of student dispositions has been an aspect of MBU’s COE program since its inception. It is also a requirement from our national accrediting agent, CAEP. In the COE, we refer to these as Professional Qualities and Dispositional Traits and focus on those characteristics, attitudes, and behaviors that are relevant to serving as or becoming an effective educator --but that are not necessarily included in traditional academic evaluation and individual course grades. Faculty, advisors, director of academic and student services, director of teacher education, and the dean of the College of Education review all students’ professional qualities and dispositional traits throughout the program and at admission, during practica, after the methods course, and after student teaching. The COE reserves the right to collect and review dispositional traits at any point in time for matters of grave concern. If in their judgment a pattern of concern about professional qualities from either the course performance or practicum evaluations is evident, both the students and their academic advisors are notified in writing. In an effort to address or remediate any concerns, students may be placed on warning or probation with conditions or stipulations. Ongoing or grave concerns may result in dismissal from the Teacher Education Program. Graduate Admission All students who matriculate at Mary Baldwin University agree to abide by the rules, regulations, and standards set by the college. The college will offer the Master of Arts in Teaching (MAT), Master of Education (MEd), or Master of Science (MS) to those who meet the established standards. Students who seek the MAT, MEd, or MS must be conditionally or fully admitted to the graduate program to be eligible for financial aid services. The Declarations section of this catalog states Mary Baldwin’s policies on nondiscrimination, student privacy rights, and other important provisions. Admission Requirements for the MAT (including BA/MAT) and the MEd in Elementary Education PK-6 and Special Education General Curriculum K-12 Applicants to the MAT program (including BA/MAT) and MEd in Elementary and Special Education must submit the following to the College of Education at Mary Baldwin University. The College of Education, in compliance with our accrediting agency, the Council for the Accreditation of Educator Preparation (CAEP), has adopted a Levels of Teacher Education Program Progression for Initial Licensure Programs to meet requirements. Students are admitted and progress through varying levels of program progression. This process is outlined below. Levels of Teacher Education Program Progression Level One (Admission/Pre-Candidate) Requirements for admission: • GPA 3.0 (Graduate – last 60 s.h.) • Online application Catalog • Two Professional Qualities and Dispositional Traits (PQDT) evaluation references Program/Pre-Candidate Admission A Level 1 “Pre-Candidate” has met requirements above and been admitted to the MAT program (including BA/ MAT) or the MEd program in Elementary or Special Education. Level Two (Admitted Candidate) Requirements for admission: Level 2 “Admitted Candidate,” meaning eligibility for methods/instructional strategies. The admitted candidate must have: • GPA 3.0 (in courses, so far) • Resolved any conditions related to Level 1 admission Admitted Candidate Admission A Level 2 “Admitted Candidate” has met the requirements above and is now eligible for primary methods/ instructional strategies (ED 607, 608, 624, 649). Level Three (Selected Candidate) Requirements for admission: Level 3 “Selected Candidate,” meaning eligibility for seminar and student teaching. The selected candidate must have: • GPA 3.0 (in all courses) • Completed all prerequisite courses (in progress are acceptable) • Successfully completed methods/instructional strategies (B- or better) • Received an acceptable score from the methods instructor on the PQDT evaluation • Completed the following: ◦ Child Abuse Recognition and Reporting training, Dyslexia training, Professional Ethics Module • Passed VCLA Reading and Writing • Successfully completed Academic Competencies, one Verbal and one Quantitative from the choices below: ◦ ACT, SAT, GRE scores in Reading, Math, and Writing (top 50th percentiles in each component) ◦ VCLA, passing score ◦ Praxis Core Reading, Math, and Writing (must meet the CAEP minimum score) ◦ College Algebra (grade of C or better) • Attempted and scores received for the following: (pass not required for Level 3) ◦ Praxis II (if applicable) ◦ RVE (if applicable) Selected Candidate Admission A Level 3 “Selected Candidate” has met the requirements above and been selected to progress to seminar and student teaching. Level Four (Completer) Requirements for admission: Level 4 "Completer" is ready to proceed toward licensure application and employment. The completer must have: • Successfully completed seminar and student teaching • Successfully completed the Student Impact Project • Received an acceptable score from the University Supervisor on the PQDT evaluation Catalog • Passed Praxis II (if applicable) • Passed RVE (if applicable) • Catalog Completed the following: ◦ First Aid/CPR/AED training, Civic Education Module (if applicable), Regulations Governing the Use of Restraint and Seclusion in Elementary and Secondary Schools in Virginia • Submitted licensure application, transcripts, and certified check or money order to the Licensure Coordinator for processing Completer Admission A Level 4 “Completer” has met the requirements above and their licensure application has been submitted to the Virginia Department of Education for processing. A “Completer” is a licensed student/alumnus who is employed in the field. Periodic reappraisal of teacher candidates will be made as the student progresses through the program. In the event that a MAT student does not meet the Candidate requirements for Methods/Instructional Strategies or Student Teaching, or does not complete student teaching for other reasons, reviewed by the Dean on a caseby-case basis, the MAT student may request to change programs to the Master of Education in Educational Foundations program in order to complete their Master’s degree. This program utilizes their current MAT coursework substituting student teaching, seminar, and reflective synthesis with IN 630 Methods of Professional Inquiry and ED 632 Inquiry Research Project. Graduation requirements would no longer include other licensure obligations.