Successfully admitted students, candidates, in teacher preparation programs are expected to demonstrate minimum satisfactory progress in academic achievement and professional development, including performance in clinical experiences and development of dispositions. Along with course grades, candidates' demonstration of effective teaching skills, content knowledge, and professional dispositions and ability to adhere to ethical standards for the profession will be evaluated. The description that follows explains the process of evaluation used for entry, continuance, and completion in professional education programs. In cases where a student is not performing at a minimum satisfactory level in each of the areas described below, a student assistance plan will be developed. The student assistance plan may be initiated as a result of an instance of inappropriate or inadequate performance or an identification of a pattern of inappropriate or inadequate performance. A student assistance plan may also be initiated as part of the communication of concerns procedure at any point. The purpose of the process is to identify student needs and articulate needed support. This process is based on a "no tolerance" position rather than a "zero tolerance" position, since a "no tolerance" position insures due process and allows all options for consideration. Therefore, the College of Education utilizes restorative measures.
Students are formally evaluated at specified transition points in Professional Education: 1) Admission, 2) Prior to student teaching, 3) Completion of student teaching, and 4) Program completion.
Note: Individual programs may have additional transition points.
Academic Achievement: Students must maintain at least a 2.50 cumulative GPA in a major or 3.0 for graduate students. In addition, students must earn at least a "C" in all coursework required for the program in order to move forward to the next course/block in the sequence. Graduate students must earn at least a "B." There is an expectation that candidates can communicate effectively in written and oral communications, including using standard English. Individual programs may have higher GPA requirements.
Core Assessments: Core assessments have been identified by each program to serve as measures of professional standards for that program. These core assessments most frequently will be completed as part of a required course or student teaching (internship). Students must earn at least a passing score of 2.75 on a 4-point rubric on all core assessments.
Clinical and Field Experiences: Students' application of effective teaching skills, content knowledge, and ability to adhere to professional dispositions and ethical standards for the profession is further evaluated in the clinical and student teaching experiences. Students must earn a passing score of 2.75 on a 4-point scale on their clinical evaluation to move forward to the next course/block in the sequence of their specific program (i.e., unsatisfactory clinical evaluation in block 1 excludes students from admission to block 2). An unsatisfactory score on any one item of the clinical will result in students not moving forward to the next block.
Professional Dispositions and Ethical Standards: Candidates must demonstrate commitment and adherence to the professional dispositions identified as critical for MSU students and ethical standards of the teaching profession (as identified in the Code of Ethics for Teachers). An essential part of this evaluation concerns the student's ability to interact professionally with colleagues, learners, other school personnel, administrative assistants, and faculty. Candidates should also show emotional maturity and sensitivity in a variety of cultural, social, and professional settings. In addition, candidates must demonstrate the potential to continue developing the competencies, and commitments required of professionals in the field. As noted above, this area is assessed on a continuing basis as well as the noted formal evaluation periods. Candidates should be aware that if they have a conviction for a gross misdemeanor or felony, they may be denied a teaching license. (The Board of Teaching will make this decision based upon the severity of the offense.)
Students who do not perform satisfactorily in any of the areas above will be notified of a problem in writing, although faculty are also encouraged to discuss the problem with the student informally. A student assistance plan will be developed as described below. The student assistance plan outlines intervention strategies designed to remediate the problem identified. Students cannot move onto the next course or block until the assistance plan is fully met.
Professional Communication: A concern can be completed at any point during the program from initial enrollment in introductory courses through student teaching. University or clinical faculty may submit a Professional Communication when performance falls below expectations in academic or professional behaviors at any point. Where appropriate, a Professional Communication may result in a student assistance plan. For additional information click on see more.
Appeal Procedures. Students wishing to refute an oral and/or written notice of concerns or to challenge an admission or continuation decision may submit a written appeal to members of the department committee or the Professional Education Review Board. The appeal should be submitted within two weeks of receiving the oral or written notice. The appeal should include the basis for appealing, relevant information in support of the appeal, and the remedy sought. Students not satisfied with the appeal outcome at the department or review board level may submit a formal written appeal to the Dean of the College of Education with a copy to the department or review board, within two weeks or receiving the department or review board response to the original appeal. The process will follow the appeals procedure as outlined in the University bulletin under Continuance and Completion in a Major Policy.
