College of Education

The College of Education is dedicated to preparing outstanding teachers and administrators for P-12 public and private schools and districts. Teaching and learning were at the heart of the work of Saint John Baptist de La Salle, founder of the Christian Brothers, and a dedication and commitment to teaching and learning continue to be at the core of the work of Lewis University. A dedication to Developing Learning Communities guides the work of the College of Education as it prepares teachers and administrators for working in today’s schools.

Mission

In keeping with the University Mission, the College of Education is committed to enacting the values of knowledge, justice, association, wisdom and fidelity through the teaching and scholarship of the faculty, design of academic programs, content of the curriculum, focus of school partnerships and service to the larger community. A culture of critique, possibility and inquiry is fostered where candidates and faculty recognize the political, social, moral and economic dimensions of education, submit their own beliefs and understandings to scrutiny, challenge dominant discourses and understand their responsibility as social justice advocates for all students, especially the marginalized. This mission requires teacher candidates and faculty to engage in ongoing reflection and dialogue while maintaining a willingness to wrestle with this difficult and complex work.

In order to develop learning communities, teacher candidates, faculty and local school personnel should value diverse perspectives, collaborative decision-making and interactive learning experiences. The College of Education through the pre-service, advanced and professional education programs encourages the development and practice of these integrated components.

Vision

The Vision of the Lewis University College of Education is to be regionally recognized as a Midwest leader in providing value-oriented, collaborative and research-based preparation programs for educators. The College of Education is imbued with a Lasallian moral and ethical legacy. This heritage compels us to consider the central role education can and should take in the creation of a more equal and just society. Therefore, the College of Education views its work as making a salient contribution to the amelioration of injustice and inequality through the preparation of educators who believe all can learn, challenge marginalizing discourses and honor diversity. The College of Education also aligns itself with John Dewey’s notion that the school is the primary vehicle of social progress. As such, it envisions the school as an important location for challenging and transforming social ills and seeks to prepare educators who are deeply discerning, knowledgeable and critical lifelong learners. These characteristics are indispensable for a truly transformative educator.

Unit Standards

In order to develop learning communities, teacher candidates, faculty and local school personnel should value diverse perspectives, collaborative decision-making and interactive learning experiences. The College of Education through the pre-service, advanced and professional education programs encourages the development and practice of these integrated components. The following unit standards guide the College of Education:

Standard 1: Knowledgeable Critical Transformative Educators

Candidate Proficiencies for Initial Programs

a. Demonstrates knowledge of subject matter

b. Demonstrates professional and pedagogical knowledge and skills

c. Demonstrates knowledge of critical pedagogical content

d. Integrates technology in teaching

e. Demonstrates ability to assess student learning

f. Reflects on professional experiences*

g. Acts on professional convictions*

Candidate Proficiencies for Advanced Programs

aa. Demonstrates in-depth knowledge of subject matter

bb. Demonstrates professional knowledge and skills

cc. Implements a robust knowledge of critical pedagogical content

dd. Integrates technology in practices

ee. Creates positive environments for student learning

ff. Reflects on professional experiences*

gg. Acts on professional convictions*

Standard 2: Multicultural Educators

Candidate Proficiencies for Initial Programs

a. Demonstrates knowledge of personal prejudices and biases

b. Demonstrates knowledge of the cultural aspects of schools and classrooms as non-neutral cultural space

c. Demonstrates behavior necessary to work with students, families and communities of various cultures

d. Demonstrates knowledge of cultural issues involved in appropriately assessing student learning

e. Demonstrates ability to adapt instruction and services appropriately for all students, including students with exceptionalities

Candidate Proficiencies for Advanced Programs

aa. Articulates personal prejudices and biases and knows their impact on teaching and learning

bb. Demonstrates knowledge of schools and classrooms as non-neutral cultural space and the implications for teaching and learning

cc. Demonstrates behavior necessary to work with students, families and communities of various cultures

dd. Demonstrates a thorough understanding of cultural issues involved in appropriately assessing student learning

ee. Creates positive environments for all students, including students with exceptionalities

Standard 3: Social Justice Advocates

Candidate Proficiencies for Initial Programs

a. Demonstrates knowledge of institutional inequities

b. Demonstrates knowledge of relevant communities to bring about change

c. Challenges dominant discourses*

d. Demonstrates fairness and belief all students can learn*

Candidate Proficiencies for Advanced Programs

aa. Articulates institutional inequities and their impact on teaching and learning

bb. Engages relevant communities to bring about change

cc. Challenges dominant discourses*

dd. Demonstrates fairness and belief all students can learn*

* Unit Dispositions

“ Candidates” refers to individuals admitted to Lewis University’s College of Education programs. “Students” refers to children and adolescents in P-12 schools.

Recognition and Approval Status

The teacher education programs at Lewis University are recognized by the Illinois State Board of Education in consultation with the State Educator Preparation and Licensure Board for approval in the following areas: science with designations in biology, chemistry, and physics; English/language arts; mathematics; social science with designations in psychology and history; elementary education; early childhood education and special education. Successful completion of the elementary education program entitles candidates to apply for the Standard Elementary (K-9) License. Successful completion of the special education program entitles candidates to apply for licensure in Learning Behavior Specialist I (K-12). Candidates successfully completing the combined special education/elementary education program are entitled to apply for licensure in Learning Behavior Specialist I and the Standard Elementary License. Successful completion of the early childhood education program entitles candidates to apply for the Standard Early Childhood License. Successful completion of the science with designations in biology, chemistry, and physics; English/language arts; mathematics; or social science with designations in psychology and history program entitles the candidates to apply for the Standard High School (6-12) License. All candidates seeking licensure are required by the Illinois State Board of Education to pass tests: Test of Acadmic Proficiency (TAP) or equivalent, their content area(s) and Assessment of Professional Teaching (APT). All Lewis University College of Education licensure programs are subject to amendment by the State Educator Preparation and Licensure Board, the Illinois State Board of Education and the Illinois State Legislature. The College of Education newsletters and bulletin board announcements will contain information on any new mandates or program modifications. Candidates should also consult with their academic advisor regularly, at least once per semester.

Accreditation

Lewis University is accredited by The Higher Learning Commission and is a member of the North Central Association. The Lewis University licensure programs are approved for entitlement by the Illinois State Educator Preparation and Licensure Board in conjunction with the Illinois State Board of Education for the Standard Specialist License in Reading; the General Administrative License, the Initial Learning Behavior Specialist I License in Special Education, the Initial Elementary License, the Initial Secondary License and the Superintendent Endorsement. The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). For further information, visit the NCATE Web site at www.ncate.org.

Inquiries concerning regional accreditation should be directed to the North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504; by phone (312) 263-0456 or (800) 621-7440.

Admission and Retention Requirements

Candidates must apply for admission to the Teacher Education Program after completing an introductory level field experience education course. Admission to the University does not guarantee admission to the Teacher Education Program. All education majors must have a cumulative GPA of 2.75 to enroll in an introductory methods course and a 2.75 cumulative GPA to continue in the program. All candidates must successfully pass the State of Illinois Test of Academic Proficiency (TAP) or have a score or 22 or better on the ACT Plus Writing Exam before they will be allowed to take education methods courses. Secondary education candidates must have a 2.75 GPA in their academic major. A minimum “C” grade is required in all education courses toward licensure. Procedures and requirements for admission to and retention in the Teacher Education Program are described in the Guide for Initial Teacher Licensure Program Candidates. This publication is available on Blackboard.

Financial Assistance

Information and applications for the following scholarships for education majors can be obtained in the Office of Financial Aid Services.

The Lupe and Anselmo Calderon Endowed Scholarship

The Lupe and Anselmo Calderon Endowed Scholarship for Latino Students was created to assist Latino/Latina students pursuing a BA in Elementary Education. Student must be a junior or senior and hold a minimum GPA of 3.0.

Clifton J. and Laura E. Kelly Endowed Scholarship

The Clifton J. and Laura E. Kelly Endowed Scholarship was established by Lewis Trustee Clif Kelly and his late wife Laura to assist education majors. Laura passed away unexpectedly in June 2009. This scholarship is a testament to her passionate advocacy of education and service to others. Preference is given to male teacher candidates who can serve as excellent role models in the classroom.

Gladys M. Meehan Endowed Scholarship

The Gladys M. Meehan Endowed Scholarship is awarded to candidates who are preparing for their initial teaching licensure. The scholarship is named in honor of Gladys M. Meehan, a woman who fulfilled her lifelong dream of becoming a teacher at the age of 50 and then devoted 15 years as a fourth grade teacher in a Chicago parochial school. Established by her daughter and son-in-law, Margaret and Greg Maruszak, the scholarship has benefited more than ten candidates since inception in 1997.

Dr. Shirley A. McFaul Endowed Scholarship

The Dr. Shirley A. McFaul Endowed Scholarship was established in September 2002, to honor the long time faculty member of the School of Education. After a distinguished career as a teacher and college faculty member, Dr. McFaul passed away in May 2002. The scholarship was established by her family, friends and the School of Education to assist candidates who are furthering their careers by obtaining a degree in elementary education.

The Mines-Quinlan Annual Scholarship

The Mines-Quinlan Annual Scholarship was created to assist a full-time student enrolled in the College of Education working toward an undergraduate degree within any of the following College of Education majors (elementary, special education, early childhood, or a combination of these majors) and who have financial need.

William B. Orenic Endowed Scholarship

This scholarship honors the life and work of longtime school and district administrator William “Buck” Orenic. The scholarship is intended for a junior at Lewis, with preference given to candidates from Will County. Recipients will be honored at the August golf outing of the William B. Orenic Foundation.

Dr. Paul and Mrs. Ann Rubino Elementary Science Endowed Scholarship

The Dr. Paul and Mrs. Ann Rubino Elementary Science Endowed Scholarship was established in 2007 for future elementary science teachers. Mrs. Rubino was an elementary school science teacher for many years and was an adjunct faculty member in Lewis University’s College of Education. The scholarship will assist elementary education candidates with financial need who are pursuing a science endorsement.

The Special Education Annual Scholarship

The Special Education Annual Scholarship was created for declared Special Education majors or a combined Special Education/Elementary Education major who has at least 30 credit hours and who demonstrates financial need.

Teacher Shortage Scholarship

This scholarship is available to candidates pursuing specialization in Learning Behavior Specialist I (LBS I). For more information, contact the Chair of the Financial Aid Office at (815) 836-5264.

Student Teaching

Application for admission to student teaching for the upcoming academic year, fall and spring semesters, must be made by September 30th, of the year prior to student teaching. Student teaching for elementary and secondary majors is completed in 15 weeks. Student teaching in the combined major requires candidates to complete two 8-week placements; one in a regular education elementary setting (K-5) and one in a secondary (6-12) special education setting. Student teaching in special education also requires two 8-week placements; one in an elementary special education setting (K-5) and one in a secondary (6-12) special education setting.  Student teaching in early childhood education also requires two 8-week placements.

Candidates must successfully complete the appropriate State of Illinois test in their content area before they will be allowed to student teach. They should consult their advisor in the College of Education to make sure all requirements have been met.

Procedures and requirements for admission to student teaching are published in the Guide for Initial Teacher Licensure Program Candidates. This publication is available on Blackboard. All candidates are responsible for the information contained in this Guide. Candidates are responsible for providing their own transportation for field experiences and student teaching. Only one additional course may be taken concurrently with student teaching. Official documentation of a negative TB test must be filed prior to student teaching.

Fingerprint Background Checks

All College of Education candidates who are enrolled in classes or programs that require a field placement in a school setting will be required to participate in an Illinois State Police and FBI criminal history fingerprint background check. This procedure will identify whether the candidate’s record contains any criminal history that would either automatically bar or present potential difficulties in obtaining state licensure at the completion of their program. It insures that Lewis University College of Education candidates are free from criminal activity that could potentially pose a threat to children in preschool through secondary schools. The College of Education will provide access for candidates to the fingerprint protocol.

Dismissal Policy

A candidate may be dismissed from College of Education degree and licensure programs for adequate reasons, including, but not limited to: insufficient GPA or below 2.75 for undergraduate candidates; violations of academic honesty such as plagiarism or cheating; failure to meet the requirements for admittance and progression through a program; unacceptable conduct in conflict with the mission of Lewis University and the College of Education; failure to meet College of Education institutional standards and disposition requirements; failure to meet acceptable academic standards related to the teaching profession such as passing the required state licensure tests, acceptable standards for field experience requirements; interfering with others’ educational opportunities; hazing; sabotaging others’ work; threatening, intimidating, physically and/or mentally harassing fellow candidates and faculty; and other violations that have the potential to cause harm to themselves or others.

If a candidate is subject to dismissal the Department Chair/Program Director sends a recommendation for dismissal in writing to the Academic Affairs Committee. The Academic Affairs Committee will review the recommendation and render a decision in writing to the candidate and to the Department Chair/Program Director.

A candidate wishing to appeal a dismissal decision should follow the Policies and Procedures for Appealing Other Academic Matters including Dismissal.

The Guide for Initial Licensure Program Candidates is available on the College of Education Blackboard web site. All candidates are responsible for the information contained in this Guide.

Unduplicated Final Test Score Count

Candidates may take licensure exams multiple times.  These percentages represent a single test administration for COE candidates.

Early Childhood was a new program in 2012-2013, therefore, no Early Childhood candidates took the licensure exam in that year.