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 3] 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.
I. Mission & Vision Statement
Mission Statement
The mission of the SMWC Education Department is to prepare competent, caring, professional educators with 21st century skills necessary for a diverse, socially just, and environmentally responsible society. The Education Department’s curriculum provides teacher candidates with an understanding of the subject matter areas that they will teach and a variety of clinical experiences through which candidates develop and practice multiple teaching strategies, impact student learning, foster creative learning environments, utilize a variety of technologies, and use data-driven instructional practices. Within a moral framework, educators learn to be reflective, lifelong learners who communicate and collaborate effectively and demonstrate dedication and commitment to the teaching profession.
Vision Statement
Empower and inspire future generations through the agency of excellent teachers we prepare. The mission of our teacher preparation program is aligned with the mission of Saint Mary-of the-Woods College (SMWC), and the guidelines of the following external State and National bodies: a. Indiana Department of Education, Office of Educator Licensing and Development b. Higher Learning Commission of the North Central Association of Colleges and Schools (NCA) c. Program standards of the Council for Accreditation of Educator Preparation (CAEP) (formerly the National Council for Accreditation of Teacher Education (NCATE) d. Principles of the Interstate New Teacher Assessment and Support Consortium (InTASC) e. Guidelines of the professional societies and accrediting organizations (NAEYC, ACEI, and CEC) 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.
II. Student Requirements/ Admission Procedure
Gateway Process: Traditional Program
Baccalaureate Degree and License Seeking
Gateways are the formal processes and procedures for enrollment, progression, and the successful completion of the Educator Preparation Program. A student admitted to the College becomes a student seeking a degree in Education granted from Saint Mary-of-the-Woods College. The student must be formally enrolled in the Education Department to hold license-seeking status. Upon formal enrollment in the Educator Preparation Program, the student’s status changes to be a teacher candidate seeking licensure in the State of Indiana.
Gateway I Required Materials
All new incoming education students will be enrolled in a Gateway I Canvas shell when the student begins an education path of study at SMWC. The following criteria must be met and evidence uploaded to the Canvas shell on or before the completion of 75 credit hours.
Once the above criteria have been met and evidence submitted to the Gateway I Canvas shell, the student will notify Shala Ingle, shala.ingle@smwc.edu, materials will be evaluated and determine one of the following:
- Enrolled – The student has successfully passed Gateway I, and a formal letter of enrollment into the Educator Preparation Program will be sent to the student. The student's status will change to a teacher candidate seeking licensure in the State or Indiana. The student will be enrolled in the Gateway II shell.
Not Enrolled – The student has not passed Gateway I and is not eligible to be formally enrolled in the Educator Preparation Program.
Gateway II Required Materials
- Demonstration of Pedagogy Praxis passing score.
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Pedagogy Test
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Test Code
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Passing Score
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P-3/MI
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Principles of Learning and Teaching: Early Childhood
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5621
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157
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K-6/MI
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Principles of Teaching and Learning: K-6
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5622
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160
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Exceptional Needs: Mild Intervention P-12
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Principles of Learning and Teaching: P-12
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5625
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157
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Praxis Licensure Tests link: https://www.ets.org/praxis
- Student Teaching Application submitted to shala.ingle@smwc.edu by either October 1st (for Spring student teaching) or March 1st (for Fall student teaching). The Student Teaching Application must be submitted by the dates listed above or student teaching placements are not guaranteed.
- The Gateway II interview will not be held until all the aforementioned items have been submitted. Formal Gateway II Interview will be scheduled by:
- Fall Student Teaching- March 1st.
- Spring Student Teaching- October 1st.
*The SMWC Education Department reserves the right to update content knowledge scores relative to accreditation and licensing requirements. Please keep in close contact with your advisor for changes to this information.
III. Transfer Policy
The Education Department follows the general guidelines of transfer credits as allowed by the College.
IV. Grade Policy
Education students must earn a C or better in all education courses.
V. Program Learning Outcomes
The Education Department has adopted the ten INTASC Model Core Teaching Standards (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 #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 #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 #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 #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 #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 #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 #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 #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 #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 #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.
VI. Leadership Opportunities
ISEA – Indiana Student Education Association
VII. Programmatic Accreditation
CAEP – Council for the Accreditation of Educator Preparation
The department offers the following majors and minors: