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Teacher Education Programs

Admission to Teacher Education Programs

All graduate students admitted to  different programs leading to initial certification in the School of Education must proceed through a four-benchmark process, which starts when a student enters Saint Xavier University and continues through admission to clinical practice (student teaching). Requirements in teacher education, including portfolio requirements, are subject to change within the time span of one’s university career, due to changing requirements at national, state and local levels.

Please Note: The terminology used and requirements described for earning an educator credential in Illinois are accurate as of the preparation of this edition of the catalog. However, the Illinois State Board of Education (ISBE) is scheduled to move from a certification to a licensure system for Illinois educators, effective July 1, 2013. ISBE is expected to automatically convert all Illinois educators' current and valid certificates to a comparable license at that time and issue licenses instead of certificates to students completing programs after June 30, 2013. Other changes over the next several years, which have not yet been finalized, include re-aligning the grade ranges for licensure in early childhood and elementary education, adding separate licensure and testing for teaching in the middle grades, and requiring the successful completion of a state-approved teacher performance assessment during student teaching. Complete information on these changes is available at www.isbe.net.

The four benchmarks are as follows:

Benchmark I, Teacher Education Candidate Status:

Requirements for reaching this benchmark includes:

  1. Admission into a graduate program in the School of Education.
  2. Completion of a criminal history fingerprint check for non-certified and certified teachers seeking subsequent certificate, or certified but unemployed teachers, facilitated by the Office of Teacher Education.
  3. Passing score on the ICTS Basic Skills test or Test of Academic Proficiency (TAP) within the previous 10 years. A test score of 22 on the ACT exam including the writing portion of a score of 1030 on the SAT (including Math and Critical Thinking) are also acceptable in lieu of TAP or Basic Skills test.  Certification test dates, registration materials, study guides and a practice diagnostic basic skill and available on the web site www.il.nesinc.com.
  4. For secondary education majors, a passing score on the appropriate ICTS content area test(s). A content area test that was passed more than 5 years before certification is not acceptable for certification purposes.

Benchmark II, Admission to Clinical Practice (Student Teaching)

The process and requirements for reaching this benchmark include:

  1. Maintain a minimum cumulative GPA of 3.0 in professional education courses.  
  2. Successful completion of all professional education courses except EDGED/EDGEC/EDGSE 445 (Seminar) and courses in the program that are not required for the master’s degree only, and any required general education courses. A minimum grade of C must be earned in all professional education courses.
  3. Proof of passing the appropriate ICTS content-area test(s) according to the deadlines established by the Office of Teacher Education. Graduate students in multicategorical special education also have to pass the special education general curriculum test (163) prior to student teaching or as stated on the course schedule.
  4. Submission of the electronic portfolio (using Livetext) to the designated faculty of the School of Education, and successful completion of an Educators Symposium the semester prior to student teaching.
  5. Submission of an online application for student teaching placement by the deadlines established by the Office of Teacher Education and Certification.
  6. Completion of all required health screenings.
  7. Completion of all required field experience hours.
  8. Completion of a national criminal background check.

A more in-depth explanation of program requirements is available in the School of Education and the Office of Teacher Education or in the Teacher Education Handbook.

Benchmark III, Exit from Clinical Practice (Student Teaching)

The process and requirements for reaching this benchmark include:

  1. Satisfactory ratings by supervisor and cooperating teacher on OTE instructional feedback forms.
  2. Grade of C or better in clinical practice.
  3. Successful completion of EDGEL/EDGEC/EDGSE 445 (Seminar) appropriate to early childhood education, elementary education and secondary education programs.
  4. Successful completion of the portfolio.

Benchmark IV, Program Completion

The process and requirements for reaching this benchmark include:

  1. Maintain a minimum cumulative GPA of 3.0 in professional education courses.
  2. Successful completion of the clinical practice experience EDGEC/EDGSE/EDGEL 445 (when a requirement of the major) with a grade of C or better.
  3. Completion of minimum number of semester hours required by the program.
  4. Proof of passing the appropriate ICTS assessment of professional teaching test (required for certification but not graduation).
  5. Submission of all required documents and fees to OTE and attendance at a certification workshop during the semester of student teaching to formally request a recommendation for certification from the SOE certification officer.

Teacher Education Council

The Teacher Education Council is the administrative structure established for the governance of teacher education. It consists of appointed faculty from the Schools of Education and Arts and Sciences, the deans of the School of Education and the College of Arts and Sciences, an undergraduate and a graduate student representative, and the director of teacher education as chair. The Teacher Education Council is responsible for developing and approving policies relating to the teacher education program in the areas of admission (undergraduate students), retention, certification, advisement, placement and curriculum. The Teacher Education Council also has as its responsibility the oversight of the appeals process regarding issues related to the teacher education (certification) program.

Appealing Denial to Teacher Education and Certification

An appeal process has been developed for students who are denied admission to the teacher education program or student teaching, or whose pursuit of program completion is believed by the student to be compromised in some way. The Teacher Education Council will consider an initial appeal. The dean of the School of Education, whose decision will be final, will hear a final appeal as necessary. For appealing decisions related to the graduate program, please consult the Academic Dismissal and Appeal Process web page.