Education Department
Students who wish to pursue teacher licensure may enroll in the Educator Preparation Provider coordinated by the Education Department. The Education Department is accredited by and approved for teacher preparation by the Office of Educator Effectiveness & Licensing (OEEL) of the Indiana Department of Education. The Educator Preparation Provider offers the Revisions for Educator Preparation and Accountability [REPA] licensure framework established by the OEEL.
The SMWC Education Department also provides baccalaureate degrees (non-licensure) for students who wish to obtain a degree in Education but not a teaching license.
Vision: The vision of the Education Department is to foster a nationally and locally accredited program that develops a community of Competent, Caring, and Professional educators who are dedicated to making a positive impact on P-12 student learning in diverse and technological global settings.
Mission: The Education Department offers traditional bachelors’ and alternate routes that prepare candidates for licensure in the State of Indiana. Embedded within a liberal arts tradition and a vibrant moral framework geared toward social justice, our Education programs equip candidates with a strong knowledge of content and pedagogy, diverse clinical experiences, and professional dispositions requisite of candidates committed to becoming lifelong, ethical, reflective and professional learners.
Education Department Program Goals (EDPG)
The Education Department has adopted the ten InTASC Model Core Teaching Standards (April 2013) as its program goals and an eleventh goal that reflects SMWC’s heritage as a religious-affiliated institution. These goals define what educators should know and be able to do.
InTASC Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
InTASC Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
InTASC Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.
InTASC Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
InTASC Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
InTASC Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
InTASC Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
InTASC Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
InTASC Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
EDPG #11 Professional Behavior: The teacher is a competent, caring, professional who frames teaching within moral, ethical, and social contexts.
VIA by Watermark
Students pursuing an education degree must create a VIA account. This system is web-based technology that tracks your academic achievements. It contains e-Portfolio, assessments, and accreditation management tools. Teachers and mentors assess your progress electronically. VIA reports on classroom and all field experiences, which ensures that work completed outside the classroom remains accessible for a student’s future academic endeavors.
All students must purchase a VIA activation card at the Saint Mary-of-the-Woods College Bookstore or online (http://www.bkstr.com/saintmaryofthewoodsstore/home/en). The initial fee of $133 provides students with a five year VIA subscription. This access card is considered course material and should be treated as such. If a card is lost, the bookstore will NOT provide another one free of charge.
Formative Assessments and Summative Decision Points – Gateway Process (Gateways I, II, and III)
The Education Department has developed a Unit Assessment System (UAS) to ensure that teacher candidates demonstrate the knowledge, skills, and dispositions necessary to be Competent, Caring, Professional educators. The UAS consists of two major components: 1) formative assessments embedded in key courses and clinical experiences, and 2) summative decision points, referred to as the Gateway Process (Gateways I, II, and III).
The summative decision points, or Gateways, provide opportunities for faculty to formally assess teacher candidates’ capabilities as prospective teachers and to support them in becoming Competent, Caring, Professional educators. All candidates pursuing a bachelor degree in Education including non-license and Initial Practitioner License (campus, online education, transfer) must complete three Gateways.
Gateway I: Enrollment in the Educator Preparation Provider
Gateway II: Approval for the Capstone Clinical Experience (Student Teaching)
Gateway III: Program Completion
Basic Competency & 75 Credit Hour Rule
Students must provide evidence of basic competency by the completion of 75 credit hours. Proof of basic competency in reading, writing, and mathematics can be evidenced by providing the SMWC Education Department with one of the following:
| ACT |
ACT Score |
OR |
SAT |
SAT Score |
| Reading |
21.25 |
|
Reading (section) |
543.33 |
| Math |
21.25 |
|
Math (section) |
532.50 |
| Writing |
6.60 |
|
Writing (Essay) |
5.30 |
| Composite |
24 |
|
Composite score based Evidence Based Reading & Writing + Math (after March 1, 2016) |
1170
|
|
|
|
Composite score based on Critical Reading + Math
(prior to March 1, 2016)
|
1100
|
Students not providing basic competency evidence by the completion of 75 credit hours will be required to change their educational major.
Students who wish to continue to pursue a baccalaureate degree in education can pursue a non-license option: Early Childhood Mild Intervention and Kindergarten-Grade 6 Mild Intervention (non-license). Non-license options require remediation in areas of deficiency in basic competencies.
Grading Policy
The grade of “C” or better must be obtained in all courses required for the major.
| 100-95=A |
79-77=C |
| 94-92=A- |
76-74=C- |
| 91-89=B+ |
73-71=D+ |
| 88-86=B |
70-68=D |
| 85-83=B- |
67-65=D- |
| 82-80=C+ |
64 and below=F |
Clinical Experiences, Field, Practicum, and Student Teaching
The Teacher Education Program includes numerous opportunities for teacher candidates to gain valuable hands-on teaching experience through a series of supervised clinical experiences: field, practicum, and student teaching. The Field & Student Teaching Placements Coordinator secures all placements for teacher candidates. Teacher candidates do not arrange placements and are expected to adhere to the Clinical Placement Policies of the Education Department. To facilitate adequate supervision, all clinical experiences (field, practicum, and student teaching) must be completed in Indiana or Illinois. Teacher candidates are responsible for arranging transportation to the placement site.
The Saint Mary-of-the-Woods College (SMWC) Education Department is committed to both the students of the college and the students and teachers of our partnering schools and agencies. It is our responsibility to ensure that clinical experiences (field, practicum, and student teaching) are mutually beneficial to SMWC students and the teachers and students of the schools and or agencies in which they take place. For these reasons, the faculty of the SMWC Education Department reserves the right to deny a clinical experience: field, practicum, and/or student teaching placement; change a clinical experience: field, practicum, and/or student teaching placement; remove or withdraw a student from a field, practicum, and/or student teaching placement; and/or cancel a field, practicum, and or student teaching placement for the reasons of health, safety, and/or professional behaviors.
When planning for a clinical experience, it is important that students make financial and family arrangements. This is a full-time, unpaid experience in the classroom/center.
Authorization to Release Information Form
Students must complete an authorization to release education record form prior to beginning a clinical placement. Failure to do so will delay the placement process.
Background Check Policy
In adhering to state and local guidelines for an expanded criminal history check, Saint Mary-of-the-Woods College requires all students enrolled in the teacher education program to complete a criminal history background check prior to beginning any clinical placement including observations, fields, practica, and student teaching.
The college uses CastleBranch to meet requirements for all clinical placements.
- Saint Mary-of-the-Woods College will require an initial expanded background check (AI36) prior to any clinical placement that will be valid for two years.
- Saint Mary-of-the-Woods College will require a recheck package (AI36re) following the expiration of the initial background check.
This background check & fingerprint must include the following: search of records maintained by all counties in which the individual resided, a national criminal history background check, sex offender registries in all 50 states or the national sex offender registry maintained by the United States Department of Justice.
All clinical experiences are subject to the background check requirements and policies of the school corporation or experience site in which the teacher candidate is placed. SMWC education major students must contact the school corporation in which they are placed to verify their criminal history/background check policy. Any additional background check requirements will be completed at the student’s expense.
Should the criminal history report indicate any offense, the teacher candidate will not be permitted to begin the clinical experience until the candidate provides documentation (e.g., court records) indicating that the offense is not a felony or a penalty that would prohibit issuance of a teaching license in the State of Indiana. The teacher candidate is responsible for obtaining documentation, records, and paying any associated fees. All cases are subject to individual review and decision of the Teacher Education Board. The Education Department reserves the right to change vendors for the criminal background check.
Professionalism
Teacher candidates are expected to project a professional image that reflects appropriate dress, conduct, and code of ethics. The Education Department has a dress code that is required for all candidates participating in clinical experiences. The Teacher Education Board has the obligation to terminate the clinical experience at any time that a student no longer satisfies the requirements for the clinical experience.
Teacher Licensure Requirements
The Licensing Advisor is the approved liaison with the OEEL and the Indiana Department of Education. The Licensing Advisor is responsible for processing all applications for initial teacher licensure which includes verification that applicants have successfully completed all Educator Preparation Program requirements, including field experiences, student teaching, practicum, and seminar requirements.
When submitting an application for teacher licensure for processing, the teacher candidate should submit materials online through the Indiana Teacher Online Licensing System (LVIS) at doe.in.gov/educatorlicensing/.
Out-of-State Licensure
Saint Mary-of-the-Woods College Education Department licensure route programs are approved by the Indiana Department of Education. Completing one of these programs, as well as meeting all currently approved Indiana licensure requirements, leads to teacher licensure ONLY in the State of Indiana.
Alternate Programs
Alternate programs are shorter but more intensive licensure programs. These programs are designed for applicants who have a baccalaureate degree from an accredited institution and desire to obtain a special education teaching license. Alternate programs prepare students for Exceptional Needs: Mild Intervention licensure for either the K-6 setting or the 5-12 setting. Along with other requirements, enrollment in Alternate programs requires that basic competency is met. Program completion, content testing, and other requirements per the state of Indiana are required before licensure.
Transition to Teaching Programs
Transition to Teaching Programs are shorter but more intensive licensure programs. These programs are designed for applicants who have a baccalaureate degree from an accredited institution and desire to obtain a teaching license. Transition to Teaching programs prepare students for either elementary generalist (K-6 setting) or secondary content (5-12 setting) licensure. In order to be admitted to a Transition to Teaching program without content testing, an undergraduate cumulative GPA of 3.0 (or 2.5 with five years of experience) is required, and for the 5-12 setting, the degree must match the content area intended for licensure. If an applicant does not meet the GPA/work experience criteria and/or holds a non-matching degree to content area, they will be required to pass the appropriate content exam(s) prior to enrollment. A graduate degree in the content area is another route for enrollment without content testing for the 5-12 program. Along with other requirements, enrollment in Transition to Teaching programs requires that basic competency is met. Program completion, content testing, and other requirements per the state of Indiana are required before licensure.
Career Development Center
The Career Development Center (CDC) staff works directly with Education majors throughout the Educator Preparation Program to assist students on how to prepare resumes and cover letters, search for employment, and interview for positions. Students can access career resources through the Online Career Center (career.smwc.edu) and the Career Development D2L resource site. Students can also receive personal assistance by contacting the CDC at (812) 535-5188 or career@smwc.edu. Information regarding teaching position vacancies is available throughout the year, and the CDC is available to assist teacher candidates and alumni seeking positions.
Learning Resource Center
The Learning Resource Center (LRC), located in Rooney Library, offers Basic Competency preparation materials in addition to online and campus tutoring assistance.
Education Programs
Credit hours for graduation: Please note the number of credit hours required for graduation from Saint Mary-of-the-Woods College has changed to 120 credit hours as of August 2014. Students enrolled in the College are held to the number of credit hours required based on the date of their admission to the College.
Students may find that even though they have enough credits for graduation, often program requirements still need to be met for the particular degree which they are seeking. Additionally, students may have met all the program requirements but still need to meet the College requirement of 120 credit hours for graduation.
SMWC offers baccalaureate degree programs that prepare teacher candidates to obtain an Indiana initial teaching license: REPA (Revisions for Educator Preparation and Accountability).