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 patron saint of teachers.  In this legacy, 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

1. Demonstrates knowledge of subject matter
2. Demonstrates professional and pedagogical knowledge and skills
3. Demonstrates knowledge of critical pedagogical content
4. Integrates technology in teaching
5. Demonstrates ability to assess student learning
6. Reflects on professional experiences*
7. Acts on professional convictions*

Standard 2: Multicultural Educators

Candidate Proficiencies for Initial Programs

1. Demonstrates knowledge of personal prejudices and biases
2. Demonstrates knowledge of the cultural aspects of schools and classrooms as non-neutral cultural space
3. Demonstrates behavior necessary to work with students, families and communities of various cultures
4. Demonstrates knowledge of cultural issues involved in appropriately assessing student learning
5. Demonstrates ability to adapt instruction and services appropriately for all students, including students with exceptionalities

Standard 3: Social Justice Advocates

Candidate Proficiencies for Initial Programs

1. Demonstrates knowledge of institutional inequities
2. Demonstrates knowledge of relevant communities to bring about change
3. Challenges dominant discourses*
4. Demonstrates fairness and belief all students can learn*

*All undergraduate programs in the College of Education lead to an initial teaching license and are therefore known as "initial programs."

* 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 undergraduate 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:

Early Childhood Special Education:  Birth to grade 2

Elementary Education: Grades 1-6             

          English as a Second Language Endorsement

Foreign Language:  Grades K-12

Spanish 

Middle Level Education:  Grades 5-8

Science

Mathematics

English/Language Arts

Social Studies

Secondary Education:  Grades 9-12

Science: Biology, Chemistry, Physics

English/Language Arts

Mathematics

Social Science: History or Psychology

Special Education

Special Education: Grades K-12

Combined Special Education and Elementary Education 

All candidates seeking licensure obtain passing score on the Illinois Licensure Testing System (ILTS) Test of Academic Proficiency (400) or meet one of the following ACT or SAT scores:

• ACT: Prior to 9/1/15-Composite score of 22 or higher and a minimum score of 19 on the Combined English/Writing portion; 9/1/15 to 9/9/16-Composite score of 22 or higher and a minimum score of 16 on the Writing portion; 9/10/16 and later-Composite score of 22 or higher and a minimum score of 6 on the Writing portion
• SAT: Prior to 3/5/16-Composite score 1030 (critical writing + mathematics=1030 or higher) and a minimum score of 450 on writing; 3/5/16 and later-Composite score of 1110 (evidence based reading and writing+mathematics=1110 or higher) and a minimum score of 26 on writing and language.

Candidates must pass The Test of Academic Proficiency (TAP). Candidates are also required to pass assessments in their content area(s) at least 30 days prior to the beginning of the clinical practice (student teaching) experience.  A successful clinical practice and passing of the edTPA is required before candidates can be recommended for licensure by the College of Education Licensure Officer. The edTPA is a performance assessment portfolio that is completed during the clinical practice experience. The edTPA portfolio is submitted electronically to Pearson, Inc. for scoring by an external, independent scorer in the candidate's discipline.  Candidates will be required to pay the fee for submission and scoring. If a candidate fails the edTPA the University supervisor, the academic advisor, the division chair/program director, and the candidate will determine the scope of needed remediation that could include resubmission of individual tasks from the assessment up to resubmission of the entire portfolio. Candidates who must resubmit the entire portfolio may be required to re-enroll in clinical practice the next semester. Candidates are responsible for all costs related to resubmission or repeating clinical practice including tuition, fees, background checks, TB tests and physical exams.  Candidates will receive guidance and instruction throughout their program that prepares them to develop and submit their edTPA performance portfolio.

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 at least once per semester to learn of any changes to their programs.

Accreditation

Lewis University is accredited by, and a member of, the Higher Learning Commission. The Lewis University licensure programs are approved for entitlement by the State Educator Preparation and Licensure Board in conjunction with the Illinois State Board of Education. 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 maintain 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 the appropriate ACT or SAT scores listed previously 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.

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 many 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 Director of the Office of Financial Aid at (815) 836-5264.

Field Experience

All initial licensure programs include experiences in the field in classrooms in the candidate's discipline.  Programs generally require two or three experiences with increased responsibility for delivery of instruction as the candidate progresses through the program. Placements include schools that are considered to be diverse.  Candidates are expected to develop cultural competence in working with students from varying  racial and ethnic groups,  students whose native language is not English, students with varying ability levels, and students from a variety of religious backgrounds. Placements are secured by the College of Education Clinical Coordinator. Candidates must demonstrate proficiency in these field placements before moving on to the next level or to clinical practice (student teaching). A successful experience includes appropriate performance in the classroom as determined by the University supervisor and the mentor teacher, along with attendance at seminars and completion of all assigned coursework.

Placements are determined by the Clinical Coordinator’s office and the professional faculty in a program. Candidates may not solicit or request a placement from a school district on their own. Candidates may not be placed in their own school of attendance or at a school where an immediate family member is employed in any capacity.

Clinical Practice(Student Teaching)

Application for admission to clinical practice for the upcoming academic year, fall and spring semesters, must be made by September 30th, of the year prior to clinical practice. Clinical practice assignments are as follows:

Candidates must successfully complete the appropriate State of Illinois test in their content area before they will be allowed to participate in clinical practice. They should consult their advisor in the College of Education to make sure all requirements have been met. They must also have completed all major coursework and performed at the expected levels for prior field experiences. Acceptance into clinical practice is granted by the candidate's program faculty after review that all requirements have been met.

Procedures and requirements for admission to clinical practice are published in the Guide for Initial Teacher Licensure Program Candidates. All candidates are responsible for the information contained in this Guide. Candidates are responsible for providing their own transportation for field experiences and clinical practice. Only one additional course may be taken concurrently with clinical practice. Candidates may be required by receiving school districts to submit the results of a physical examination by a medical professional or be required to submit negative results from a TB test.

Placements are determined by the professional faculty and the Clinical Coordinator’s office. Consideration is given to geographic area and distance from campus or home. Candidates may not solicit or request a placement from a school district on their own. Candidates may not be placed in their own school of attendance or at a school where an immediate family member is employed in any capacity.

Fingerprint Background Checks

An FBI and Illinois State Police criminal background check is required in schools for field experience and clinical practice. Candidates will be required to complete a background check whether through an approved College of Education vendor or through the school district where the candidate has been assigned. As the presence of certain felonies on the background check can prevent the candidate from obtaining a Professional Educator License through the State of Illinois, candidates are encouraged to review licensure requirements (105ILCS 5/21-23a). Candidates are required to incur all costs associated with fingerprint background checks.

Enrollment of Undergraduates in Master's Courses

Registration of undergraduates in graduate courses shall be limited to a maximum of two courses. The candidate must be with 16 credits of completing the Bachelor’s degree requirements, have at least a 3.0 grade point average, and have the approval of the Division Chair/Program Director. Credit earned in a graduate course may be considered as graduate credit, or as undergraduate credit to be counted in the number of credits required for the baccalaureate degree. Credit earned in a graduate courses may not be counted toward more than one degree.

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 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 Division 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 Division Chair/Program Director within two weeks.

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