Notre Dame College has a long tradition of teacher education. Students may pursue programs leading to Ohio licensure in early childhood, middle childhood, special education, adolescent/young adult and multi-age education. Those pursuing adolescent/young adult and multi-age licensure also pursue an academic major. The detailed organization of the teacher education program and its specific directives are outlined in the Education Handbook.
Education Unit Vision
The Division of Professional Education educates teacher candidates for personal, professional and global responsibility so that they are willing in their role as teachers to take a stand for human rights and social justice. The willingness to take a stand is critical in local communities and in a world where the disparities in access to goods and resources can threaten human relationships. This aligns with the conceptual framework for the teacher education division at Notre Dame College which is driven by the institutional mission statement of educating “a diverse population…for personal, professional and global responsibility” and the College motto, “Changing the world, one student at a time.” Current theory and research, state and national standards, the standards of specialized professional associations and the concerns of the division’s PK-12 partners have further aided the division in reshaping and redefining its conceptual framework. Summarized as “changing the classroom, one teacher at a time,” the major themes articulated by the conceptual framework guide candidate performance outcomes and the system by which the division, its programs and its candidates are assessed. While the Notre Dame College community embraces and lives out of a carefully articulated and well documented values list (Notre Dame College, 2007), four values stand out in the Notre Dame Education tradition for Division of Professional Education. The dignity of the whole person and that individual’s right to an education are fundamental to the Notre Dame College teacher preparation program. The Division values the range of diversity among our teacher candidates, in our partnership schools and among the core and adjunct faculty. Collaboration is highly valued in the Division as we recognize the social nature of learning and work and the importance of student voice in the education process. Fairness, honesty, respect, and ethical behavior are aspects of responsible professional engagement that the Education Faculty seeks to model for and cultivate in the teacher candidates.
ADMISSION TO THE DIVISION OF PROFESSIONAL EDUCATION
Education Program admission is open to students who demonstrate that they have the intellectual ability, emotional stability, dispositional and professional skills needed to be a professional teacher. Students wishing to apply to the Education Program must first be admitted to the College through the regular Admissions Office application process. Students planning to major in Education will be classified a pre-education until their formal acceptance into the Education program. Formal application should be submitted to the Division during ED 205.
Formal Admission Requirements Baccalaureate Candidates (Baccalaureate):
Note: Candidates who transfer into the division from other institutions who were previously accepted into an educator preparation program will need to complete an application to the Notre Dame College Division of Professional Education.
- Complete ED 202/203 (Introduction to Education), and ED 204 (Educational Psychology) and corresponding field experiences.
- Achieve a 2.75 GPA in the professional education core, the major or areas of concentration AND cumulative coursework.
- If the GPA is between 2.5 and 2.75, candidates may be given an Action Plan that will allow them to have two semesters to bring up their GPAs to 2.75. If, at the end of those two semesters, candidates have not increased their GPAs to 2.75, they may be counseled out of the education major, or redirected to a non-licensure major.
- Complete Accuplacer assessments in reading, writing, and math early in the program. The candidate must score within the top 50th percentile in order to be considered in good standing in the division. If the candidate’s score falls below the 50th percentile, the test may be retaken, and/or the candidate may be required to attend tutoring sessions at the college’s Writing Lab or Dwyer Learning Center until such time the failed Accuplacer test can be repeated.
- Give evidence of the values, commitments, and professional ethics that influence teacher behaviors towards students, families, colleagues, and communities, recognizing that these affect student learning, motivation, and development as well as the teacher candidate’s own professional growth. These qualities will be measured by a formal dispositions assessment.
- Submit completed application form including required signatures and a letter of recommendation from an education or general curriculum instructor.
- Receive a majority vote of the Education Faculty in response to application requirements.
- Candidates who have applied for formal admission to the division will receive an official letter indicating their acceptance or non-acceptance as an education major within the semester following application.
Note: Admission to the Division of Professional Education is a requirement to take a 300-level course OTHER than ED 301 or ED 332.
Formal Admission Requirements for Post-Baccalaureate Candidates (TEEL Program)
TEEL students must meet the licensure requirements as outlined for their licensure area (see above).The following courses however, are waived for TEEL students: ED 202 and ED 203. The admissions process follows:
- Complete the application to Notre Dame College.
- The candidate will participate in an interview with the Admissions Office or his/her designee. This interview includes a discussion of the various initial licensure programs, schedule of classes, and financial aid.
- After acceptance, the Finn Center will review transcripts for potential transfer credits. No courses in which the candidate earned a grade of C+ or below will be accepted.
- Acceptance to any TEEL program is made with a 2.75 GPA. If the GPA is between 2.5 and 2.75, SAT and ACT scores may be used for admission. A total SAT score of 1080, or a composite ACT score of 18 are acceptable scores for admission to an educator preparation program. Candidates may also be given an Action Plan that will allow for them to have two semesters bring up their GPA’s to 2.75. If, at the end of those two semesters, candidates have not increased their GPA’s to 2.75, they may be counseled out of the education licensure program.
- All candidates must have access to a computer, an active NDC email account, Microsoft Office software, and a TK20 subscription. TEEL Adolescent-Young Adult licensure candidates who have earned a bachelor’s-level degree or higher in English or History disciplines within the last 10 years will not be required to take the content area courses listed in the licensure program requirements. They will be required to take all Education courses, excluding any that may be transferred in from other colleges or universities. Licensure candidates are encouraged to review the Pearson tests for licensure and take any content courses they feel may be necessary to review critical content in their chosen field. TEEL Adolescent-Young Adult licensure candidates who have earned a bachelor’s-level degree or higher in Mathematics or Science (Biology and or/Chemistry) disciplines within the last 5 years will not be required to take the content area courses listed in the licensure program requirements. They will be required to take all Education courses, excluding any that may be transferred in from other colleges or universities. Licensure candidates are encouraged to review the Pearson tests for licensure and take any content courses they feel may be necessary to review critical content in their chosen field.
Program Continuation Requirements:
1. To be retained after formal admission to the program, teacher candidates are required to:
a) earn a B- average or better in education core classes. Any grade lower than a C- must be repeated.
b) earn no more than 1 C-, C, or C+ in any education course; if a second C is earned, the candidate must retake one of the courses.
c) give evidence of continuing growth in the knowledge, skills and dispositions of the program;
d) maintain the 2.75 GPA and other qualifications required for admission to the program; and
e) maintain work in TK 20.
2. Comply with College-wide Academic Policies and Procedures
a. Candidates are expected to attend every class session. Candidates may not be excused for fulfilling field experiences for another course without special permission from the course instructor.
a. Instructors can determine penalties for absences. Every syllabus must contain an attendance policy.
b. For online courses, candidates may NOT miss the first class unless the instructor has approved the absence before the class meeting time.
Education Unit Outcomes:
The teacher education division of Notre Dame College believes that teacher candidates must possess deep and rich content and pedagogical knowledge in order to successfully create, present and evaluate meaningful learning experiences for students PreK-12. The teacher candidates must possess the skills and dispositions necessary to engage PreK-12 students of diverse backgrounds and various learning needs in challenging yet attainable learning goals. This kind of professional work can only be successfully accomplished with the help of the PreK-12 parents/caregivers and the collaboration of all members of the school community. Through its undergraduate licensure programs, the Notre Dame College teacher candidates follow a program of studies that develops their ability to meet the expectations of the Ohio Standards for the Teaching Profession. The teacher candidates will:
- Give evidence of understanding student learning and development and the ability to create learning experiences that correspond to PreK-12 students’ cultural, linguistic, and developmental differences.
- Give evidence of depth and breadth in their content knowledge and the content specific instructional strategies to effectively facilitate learning PreK-12.
- Plan and deliver effective instruction that advances the learning of each student.
- Understand, create, use, and evaluate varied formal and informal assessments to inform instruction and ensure student learning.
- Create physically and emotionally safe learning environments that promote high levels of achievement for all students.
- Effectively, collaborate and communicate with students, parents, other educators and administrators to support and further student learning.
- Give evidence of assuming responsibility for ongoing professional dispositions, behaviors, and ethics that are marks of profession conduct.
- Create reflection papers that indicate the ability to articulate their teaching/presentation strengths and weaknesses following a teaching segment.
Teacher candidates may only register for the 15 week student teaching experience in the fall or spring semesters. All teacher candidates must have a completed criminal record and background check prior to beginning student teaching. Teacher candidates must assume all costs associated with the background checks/fingerprinting. The results of the criminal background check may impact the candidate’s ability to complete the clinical component of the program.
Teacher candidates must have completed all required coursework prior to student teaching.
The 15 week student teaching experience is considered a full time 40 hour-a-week position. Student teachers must attend the required seminar and successfully complete a performance assessment of 3 to 5 professional tasks designed measure their effectiveness in the classroom.
Students who are seeking a bachelor’s degree will take twelve (12) credits of student teaching. Students who participate in the May graduation and who plan to complete student teaching the following fall will take twelve (12) credits of student teaching. The degree earned and the diploma will be presented upon the successful completion of student teaching. If the student teacher independently and voluntarily chooses to terminate the student teaching placement and removes himself/herself from the student teaching classroom, the candidate will not receive an additional placement during the same semester or any subsequent semesters through Notre Dame College. If a student teacher is removed from a placement due to the request of the cooperating teacher or the school, the Division of Professional Education in consultation with the Office of Academic Affairs will determine whether an additional placement is warranted.
Test Preparation Workshop for Foundations of Reading 090 for ECE, MCE and MMIS Initial Licensure
Attention Teachers and Preservice Teachers – If you are seeking initial licensure in Early Childhood Education, Middle Childhood Education or Mild Moderate Intervention Special, register today for ED090- Navigating the Foundations of Reading (090) Test.
This 3 hour, online session is an intensive review of literacy content and pedagogy. The course will specifically target topics and concepts that appear on the new Foundations of Reading (090) Test for ECE, MCE, and MMIS initial licensure.
Sign up today to learn what will be covered on the test; review major theories, strategies and assessment tools; and participate in a practice assessment.
- Visit NotreDameCollege.edu/ProfessionalDevelopment
- Click on the blue button in middle of page that says “Click Here to Register”.
- Once you are on the catalog page, click on PREP COURSE catalog.
- Click on course number, choose your date and register today!