Saint Xavier University's School of Education offers the bachelor of science degree in education through undergraduate programs of study that prepare students to assume teaching responsibilities in early childhood settings and in elementary and secondary schools. Such preparation integrates theory and clinical experiences in various institutions or agencies, enabling graduates to function effectively as humane, liberally educated professionals.
The School of Education prepares scholars, lifelong learners, leaders and reflective professionals dedicated to the pursuit of excellence. The logo of the School of Education 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 personify those attributes in the community of Saint Xavier University and in the profession of education, and direct the candidates' progress in the acquisition of the relevant knowledge, skills and dispositions.
Programs of Study
The School of Education operates the following programs approved by the Illinois State Board of Education and accredited by the National Council for Accreditation of Teacher Education (NCATE):
- Early Childhood Education: Birth-Grade 3; initial early childhood certificate (Type 04)
- Elementary Education: K-Grade 9; initial elementary certificate (Type 03)
- Secondary Education: Grades 6-12; initial secondary certificate (Type 09) in English language arts; mathematics; science: biology; social sciences: history; or visual arts
- K-12 Education: Grades K-12 certificate (Type 10) in music or foreign language: Spanish
Appropriate courses in the secondary and K-12 programs and appropriate areas of concentration in the early childhood and elementary programs are listed in the description and requirements for the respective programs.
Undergraduate students with an interest in the English as a second language/bilingual approval program may request enrollment in the program as they concurrently complete their initial certification requirements.
B. Gulley, Dean; M. Fallahi, Associate Dean of Graduate Studies; C. McCullough, Associate Dean and Accreditation Coordinator; L. Sondler, Director of Teacher Education and Certification Officer; W. Manning, Director of Off-Campus Programs; W. Connolly, Director of Clinical Practice; J, Lundin, Coordinator of Feild Experiences.
Faculty and Clinical Staff
C. Barrett, D. Bell, J. Briody, M. Campbell, M. Carroll, M. Fallahi, A. George, B. Gulley, P. Hilton, T. Joyce, R. Kaphelm, E. Knight, T. Korenman, E.S. Lee, E. Lilly, J. Lundin, H. Mackley, C. McCullough, K. McInerney, J. Panko, A. Randolph, J. Reinhart, R. Rohlwing, M. Spelman, J. Steyskal, E. Thomas, L. Zhao, J. Zibert.
J. Arevalo, Data Manager, M. Cashman, Director of School Partnerships.
Teacher Education Council
The Teacher Education Council is the administrative structure established for the governance of teacher education. It consists of the deans of the School of Education and of the College of Arts and Sciences, appointed faculty from the School of Education and the College of Arts and Sciences, a University academic advisor, an undergraduate and a graduate student representative, the School of Education accreditation coordinator, and the director of teacher education serving as chairperson.
The Teacher Education Council is responsible for developing and approving policies relating to the teacher education program in the areas of administration, retention, certification, advisement, placement and curriculum. The Teacher Education Council also has as its responsibility the oversight of the appeal process regarding issues related to the teacher education program.
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 have been compromised. 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.
Dismissal from the Teacher Education Program
Candidates in the School of Education may be dismissed from a program for the following reasons: grade-point average (below 2.5); academic dishonesty; violation of professional dispositions; failure to successfully complete program benchmarks; and results of the criminal background investigation. Additional reasons not herein described may also result in dismissal. For further details, please refer to the Teacher Education Handbook.
Candidate Disposition Assessment
In an effort to better serve teacher 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 NCATE/SOE selected requirements for dispositions to assess candidate dispositions and develop supportive interventions. 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 professional staff evaluation.
The SOE Disposition Support Model includes five levels. Faculty and staff work closely with candidates in levels two and 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, refer to the Disposition Student Handbook.
Candidates who believe that they have been unfairly assigned to level 4 or level 5 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 grievance form is received by the dean, 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 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, refer to the Disposition Student Handbook.