Walsh University Undergraduate Catalog 2012-2013
The Teacher Preparation Program in the Division of Education attempts to share changes in policy, procedures, and protocols well in advance. Modifications or regulations may be imposed by other sources, so the Division of Education reserves the right to immediately initiate, add, or change program requirements without prior notice.
Transition Points in the Teacher Preparation Program
Candidates should be familiar with the four major transition points in the Teacher Education Program. The first occurs during the sophomore year when students are officially accepted into the program; the second occurs during the junior year when students are accepted into the pre-clinical/clinical practice program and become candidates; the third point is exit from the clinical practice semester, while the fourth follows candidates’ progress after graduation and into their first years of teaching, continuing to assess candidate satisfaction through the use of surveys.
Data are collected at each point to measure program effectiveness and to determine improvements to the curriculum thus ensuring each teacher candidate adequately meets the minimum standard for seven candidate proficiencies. Assessments of the proficiencies affirm the unit’s expectation that candidates will:
Candidates should be aware of deadlines and program requirements for each transition point and should work closely with their advisors to ensure all pre-conditions are met in a timely basis. More detailed information about the transition points in the Teacher Preparation Program can be found in the Division of Education’s Student Handbook.
Transition Point #1: Admission into Teacher Preparation
Candidates pursuing licensure must be formally accepted into the Teacher Preparation Program. Transition point #1 for students usually occurs during the second semester of their sophomore year or after the completion of the four core Education courses. Acceptance into the program is a prerequisite for enrollment in higher-level (300 and 400) Education courses, including pre-clinical/clinical practice. The deadline for application to the Teacher Preparation Program is the third Friday of each semester/session: Fall, Spring, Summer I, and Summer III in which requirements will be completed. Applications and other related materials for the Teacher Preparation Program are available in the Placement and Licensure Office, Hannon Center, Room 110 and the deadline for submission is clearly stated. Criteria to apply for Teacher Preparation include:
Candidates are notified by letter by the Office of Field Placements and Licensure of their application status: either approved, conditionally approved, or denied.
A student who is conditionally approved, may continue to resolve the issue(s) until approved.
A student who is denied admission into the Teacher Preparation Program:
Transition Point #2: Entry Into Clinical Practice
Application for acceptance to pre-clinical/clinical practice program is usually made the semester prior to pre-clinical practice. Placements are coordinated by the Office of Field Placements and Licensure with local school districts and are generally made in Stark and surrounding counties. Candidates are required to have their advisor’s approval to move forward. The following specific requirements must be satisfied:
Pre-Clinical (Pre-Student Teaching)
Clinical (Student Teaching)
Transition Point #3: Exit from Clinical Practice and Application for Professional License
To satisfactorily complete clinical practice, candidates must receive a minimum rating of 2 on the following evaluations completed by their cooperating teacher and university supervisor: Ohio Educator Standards, Specialized Professional Association (SPA), and Walsh Candidate Proficiencies. Candidates must also complete the Teacher Work Sample (Value Added) Project, and Reflective Portfolio (aligned with Ohio Educator Standards). Candidates must complete student teaching and seminar with a minimum grade of B-. Candidates are eligible to apply for a State of Ohio teaching license upon completion of the following:
Transition Point #4: Program Follow-Up
Surveys are used to follow candidates into their first year of teaching. The Division of Education will gather information from the candidates themselves and their employers.
All educational coursework, all content area courses, all required Praxis II content tests including the appropriate PLT, and current BCII & FBI background checks are required for licensure. Candidates should be aware that prior criminal convictions, whether or not the conviction has been expunged, can affect the student’s ability to obtain a license to teach in the State of Ohio and/or affect the student’s ability to obtain employment in a pre-school program, public school district or chartered non-public school. It is the student’s responsibility to determine whether he or she is eligible for licensure and/or employment as a teacher in the state of Ohio.
Students should consult with the Field Placement and Licensure Office if they have questions.
Title II Information
On the Ohio Praxis II group of written tests of educational theory and techniques for the 2010-2011 academic year, Walsh University students achieved a pass rate of 100% on the Principles of Learning and Teaching K-3 early childhood tests and a 96% pass rate on the 5-9 test. The aggregate pass rate for these professional knowledge tests equaled 97%.
Students who took the following content tests passed at a 100% rate: Early Childhood Education and Special Education Knowledge-based Core Principles test. The aggregate pass rate for content knowledge tests (Mathematics, Science, Language Arts and Social Studies and teaching special populations) was 98%. The summary pass rate for all tests is 97%.
The Division of Education’s Teacher Preparation Program enrolled 71 students who completed the program during the 2010-2011 reporting period. For additional data on the Praxis II scoring, please contact the University’s Office of Admissions or visit the Walsh University's website www.walsh.edu.