Saint Xavier University Chicago Campus Residence Halls

School of Education

The Saint Xavier University School of Education offers the master of arts or the master of arts in teaching (MAT) degrees with programs of study that prepare candidates to assume responsibilities in teaching, counseling, and/or leadership. Such preparation integrates theory and clinical experiences in institutions or agencies, enabling graduates to function effectively as humane and liberally educated leaders in a variety of settings.

The conceptual framework of the School of Education provides a structure and process to prepare candidates for the education profession. The School of Education seeks to recruit and support the development of diverse candidates who are dedicated to the pursuit of excellence as scholars, lifelong learners, leaders and reflective professionals.

The logo of the School of Education also incorporates the cross from the shield of Saint Xavier University to acknowledge the mission and strategic directions of the University and the core values from the founding Sisters of Mercy. Caring, capable and highly qualified faculty personifies those attributes in the community of Saint Xavier University and in the profession of education. Additionally, the faculty directs the candidates' progress in the acquisition of the relevant knowledge, skills and dispositions.

Programs of Study

The Saint Xavier University School of Education offers a master of arts degree through the following areas of concentration: Multicategorial Special Education; Reading Specialist; Secondary Education or Special K-12; Teaching English to Speakers of Other Languages (TESOL); and a Master of Arts in Teaching (MAT) in Elementary Education.

In addition to degree programs, candidates with a valid Illinois teaching license may pursue coursework leading to an addition to their license. Coursework is available for endorsements in the following areas: Bilingual Education (BE), Technology Specialist, English as a Second Language (ESL), Learning Behavior Specialist I (LBS I endorsement only), and Teacher Leader. Coursework is available for certificates in the following areas: Certificate of Advanced Studies in Education, Technology Integration Coach, and Teaching English to Speakers of Other Languages (TESOL).

The certificate of advanced studies program is available for those candidates who have earned a master's degree and who wish to do further graduate work without commitment to another degree program. A program of studies specific to the needs of a candidate or a group of candidates is developed and leads to a certificate of advanced studies upon completion of the program.

Earning a Second Degree from the School of Education

Graduate students who have earned one graduate degree in education from the School of Education and are admitted and enrolled in a second degree need to complete the coursework required for the degree. A minimum of 30 credit hours taken at the graduate level from the coursework offered by the School of Education is required to obtain the second degree.

Models of Program Delivery

The delivery model for graduate programs is flexible and responsive to student needs.


M. Carroll; A. George; P. Hilton; D. Isawi; T. Joyce; E. Knight; T. Korenman; K. McInerney; J. Reinhart; R. Rohlwing; M. Spelman; E. Thomas; L. Zhao; J. Zibert

Administrative Staff

Lundin, Director for School Partnerships; J. Reinhart, Director for Accreditation, Assessment and Advanced Program Development; R. Rohlwing, Director for Faculty Services; Maureen Spelman, edTPA Coordinator; J. Arevalo, Project Manager for Accreditation, Assessment, and Development; R. Zdych, Licensure Officer

Secretarial Staff

D. Strubin, Administrative Assistant; J. Motisi, Administrative Assistant; L. O'Grady, Secretary for School Partnerships

Admission to the School of Education

Individuals seeking admission to the graduate program must complete a graduate student application, which is available from the Office of Graduate Admission. The completed application file is evaluated by a graduate admission counselor and then forwarded to the School of Education. Once received from the Office of Graduate Admissions, School of Education faculty and administration will review the file and make an admission decision. The Office of Graduate Admission will inform the prospective candidate of the decision.

Admitted students will be assigned a program faculty adviser in the School of Education who will review program requirements and offer assistance with registration and academic issues. Graduate students are responsible for monitoring their programs of studies to ensure that requirements for graduation and licensure are met.

Individuals who have not been denied admission to the School of Education and who do not wish to enroll in a program may enroll for graduate courses as students-at-large with the permission of the dean and upon verification of completed undergraduate work by the Office of Graduate Admission. Courses taken in this capacity do not guarantee admission into a graduate program and the Counseling program does not admit students-at-large. However, appropriate courses (a maximum of 12 credits) may be applied to a degree program, once admitted.

Courses completed five or more years prior to admission will not be accepted for degree requirements. Requests for transfer of credit must be submitted to the program faculty adviser upon admission to the program, as such transfers are not allowed during the course of study (see policy below). Students are not to use the student-at-large admission category if interested in enrolling in a program of study as that designation is reserved for specific purposes. Please see student-at-large designation in Office of Graduate Admission for further information.

Individuals seeking a master's degree with licensure in secondary education at the School of Education must have a degree in the subject area of licensure or must have completed the required course work identified for them in a transcript review completed by the School of Education Licensure Officer. Graduate students seeking secondary licensure must also pass the Illinois Content Area test prior to student teaching.

All graduate students seeking full admission to the School of Education in elementary, multicategorical special education, school counseling and secondary education must meet the following requirements:

A cumulative GPA -- 3.0 or higher and passing State of Illinois Basic Skills Requirement -- the Basic Skills Requirement can be met in one of 7 ways:

  • a passing score on the old Illinois Tests of Basic Skills (096 or 300) -- replaced by the current Test of Academic Proficiency (TAP,) or
  • a passing score on all 4 sections of the Test of Academic Proficiency (TAP), or
  • a composite score on the ACT Plus Writing of 22 or higher and a minimum score of 19 on the Combined English/Writing on tests taken before 9/1/2015 (scores can be combined from two different score reports), or
  • a composite score on the ACT Plus Writing of 22 or higher and a minimum score of 16 in Writing on tests taken between 9/1/2015 and 9/1/2016 (scores can be combined from two different score reports), or
  • a composite score on the ACT Plus Writing of 22 or higher and a minimum score of 6 in Writing on tests taken after 9/1/2016 (scores can be combined from two different score reports), or
  • a composite score on the SAT of 1030 (critical reading + mathematics = 1030 or higher) and a minimum score of 450 on writing on tests taken before 3/5/2016 (scores can be combined from two different score reports), or
  • a composite score on the SAT of 1110 (Evidence-based Reading and Writing + Mathematics = 1110 or higher) and a minimum score of 26 on Writing and Language Test on tests taken on or after 3/5/2016 (scores can be combined from two different score reports).

Please use the matrix entitled "Graduate Admission Requirements" to identify the graduate admission requirements for each of the graduate programs in the School of Education.

Transfer of Credit

A maximum of 6 credit hours of graduate credit from other accredited institutions taken prior to admission to graduate work at Saint Xavier University may be considered for acceptance for graduate program requirements. Students may obtain a petition for evaluation and transfer of graduate credit from the School of Education. The request will be evaluated on the following:

  • level of the coursework,
  • grade in the course,
  • course completion date, and/or
  • a review of the course description and/or syllabus

If a student has taken a course at the undergraduate level, that course may be considered as fulfilling the requirement for licensure; however, that course will not be accepted as equivalency toward the degree requirement for any 400/500-level course. The student will be required to take a 400/500-level course to replace it.

Requests for transfer of credit must be submitted to the School of Education adviser upon admission to the program. Once admitted to the School of Education, graduate students may not take any courses required for the program or the degree at another institution.

Program Completion

All graduate students in the School of Education in programs that lead to licensure must successfully pass the coursework, tests, core assessments and the benchmarks required by each program.

Dismissal from the Graduate Programs

Graduate candidates in the School of Education may be dismissed from a program for the following reasons:

  • grade-point average (below 3.00)
  • academic dishonesty
  • violation of professional dispositions
  • failure to successfully complete program benchmarks
  • results of the criminal background investigation

Additional reasons not herein described may also result in dismissal. For further details, please refer to the Saint Xavier University Academic Policies and Procedures section of this catalog.

Candidate Disposition Assessment

In an effort to better serve degree candidates, the P-12 school children and the community, the School of Education has implemented a disposition support model. The professional dispositions of candidates are a critical component of development for emerging educators. Candidates are required to maintain appropriate professional dispositions on campus, as well as during the field or practical experiences. Faculty and staff utilize evaluation tools which are aligned with CAEP/NCATE/SOE selected requirements for dispositions to assess candidate dispositions and develop supportive intervention. An individual disposition status level system is in place for each SOE candidate; this system indicates the level at which a candidate stands based on faculty and administrative staff evaluation.

The SOE disposition support model includes five levels. Faculty and staff work closely with candidates in level two and level three to correct potential or observed disposition concerns. If candidates reach the fourth status level, they are considered to have demonstrated unsatisfactory dispositions and may be placed on probation by a disposition review team. Candidates whose demonstrations of inappropriate dispositions reach the fifth status level may be recommended for dismissal from the program by a review team; the dean determines whether or not the candidate is dismissed from the program. For additional information, please refer to one of the program specific Disposition Support Model Handbooks.

Grievance Policy/Procedures for Disposition Decisions

Candidates who believe that they have been unfairly assigned to level four or level five may initiate a grievance. A candidate may submit a grievance and participate in mediation by following the steps below:

Step 1: Initiation of Grievance

The candidate must submit a disposition status grievance form (herein after referred to as the "disposition grievance form"), along with any supporting documents to the dean's office. The disposition grievance forms are housed in the Office of the dean of the School of Education.

Once the dean receives the grievance form, the formal disposition grievance process begins and the dean sends the paperwork to a mediator, selected by the dean for the case (a mediator may serve on more than one case).

Step 2: Mediation

The mediator has 10 business days from receipt of the disposition grievance form to initiate mediation. The role of the mediator is to be informed of the needs of both parties and to work with both parties to identify potential solutions. The mediator will submit a report to the dean that includes an overview of the process and a recommendation. If the mediation is not successful, the mediator will provide a written report to the dean. The candidate can provide a written appeal to the mediator's recommendation to the dean. The dean will either uphold the mediator's recommendation or uphold the appeal. For additional information, please refer to one of the program specific Disposition Support Model Handbooks.