Leading to Initial Licensure

Students in Education programs may concentrate their study toward licensure in one of four areas: Early Childhood Education, Elementary Education, Middle School Education, and Secondary Education. This study may be extended through various specializations that enhance students' marketability and efficacy in the educational setting. Some students may elect to minor in Education. In addition, students may apply for acceptance in one of several dual degree programs.

The instructional coursework for each program is designed to prepare students for teaching in a multicultural society and it is based upon a process or clinical approach. Throughout the Lesley curriculum, theory is combined with competency-based practical field work with children and adolescents. Methodologies used include formal lectures, round table discussions and/or seminars, and cooperative learning groups. These are combined with collaborative student and faculty interaction to find solutions to the daily problems that aspiring teachers may encounter in their work with students. Appropriate field experiences are arranged in the first, sophomore, and junior years culminating in an intensive student teaching practicum during the senior year.* In this capstone experience, viewed as a synthesis of all that has been learned, students assume their greatest responsibility as future teachers.

Students select a program according to their professional interests and determine the teaching license for which they plan to qualify.**

The Early Childhood Education major leads to licensure as an early childhood teacher, grades PreK–2.

The Elementary Education major leads to licensure as an elementary teacher, grades 1–6.

The Middle School Education major leads to licensure as a middle school teacher, grades 5–8 for Mathematics and General Science majors. History and English majors lead to licensure grades 5-12.

The Secondary School Education major leads to licensure as a high school teacher, grades 8–12 for Mathematics majors. History and English majors lead to licensure grades 5-12.

*Lesley University’s Disability Support Services Office collaborates with faculty, field placement office, and the field sites to provide reasonable accommodations for students with documented disabilities.

**Teaching licenses described in the catalog are based on the initial licensure requirements of the Commonwealth of Massachusetts.

Requirements for Progression in Education Majors

The general education curriculum is designed to ensure that at the point of graduation Education majors are ready to be effective classroom teachers and meet the requirements of the Massachusetts Educator Tests. Passing these tests is required of all students applying for teacher licensure in Massachusetts, and similar tests are required of students seeking certification in most other states.

As students progress through their coursework at Lesley they must meet specific criteria that indicate their readiness to move to a higher level of teacher preparation within their licensure program. Beginning with their first year, the program is designed to give students feedback with regard to a variety of skills needed for success as a teacher. This ensures that students have an accurate picture of their skill level as they progress through the program, and may therefore address any areas that need improvement as early as possible.

First Year

In order to receive preliminary acceptance into the Education major a student must:

• receive a grade of C or higher and successfully complete the field experience in the first year education course: CEDUC 1352 Teaching, Learning and Social Responsibility

A student who does not meet the above requirement embarks on the Course of Action approved by the Department Chair for Education. Upon successful completion of this Course of Action, the student will receive preliminary acceptance into the Education major.

Sophomore Year

In order to receive full acceptance into the Education major a student must:

• receive a grade of C+ or higher and successfully complete the field experience in the appropriate sophomore core class: Early Childhood Education, Elementary Education, Middle School Education, or Special Education
• receive a grade of C+ or higher in Literacy Learning or Content Area Reading in Grades 5–12
• pass the Massachusetts Educator Communication and Literacy Skills Test

A student who does not meet the above sophomore requirements embarks on the Preparation Plan approved by the Department Chair for Education. Upon successful completion of the Preparation Plan, a student will receive full acceptance into the Education major.

Junior Year

In order to be eligible for the Junior Practicum and Seminar in Early Childhood Education (Early Childhood Education Majors) or the Junior Practicum and Seminar in Early Intervention (Early Childhood Education Majors with a Specialization in Early Intervention) an Early Childhood student must:

• receive full acceptance into the Education major
• have a cumulative grade point average of 3.0 or higher

In order to be eligible for the Senior Practicum and Seminar a student must:

• receive full acceptance into the Education major
• receive a grade of C+ or higher and successfully complete the field experience in High School Education
• receive a grade of C+ or higher in Teaching Mathematics for Elementary School Teachers (Elementary Education Majors and Special Education Majors)
• receive a passing grade in Junior Practicum and Seminar in Early Childhood Education (Early Childhood Education Majors) or Junior Practicum and Seminar in Early Intervention (Early Childhood Education Majors with a Specialization in Early Intervention)
• have a cumulative grade point average of 3.0 or higher
• pass the Massachusetts Educator Foundations of Reading Test if majoring in Early Childhood Education, Elementary Education, or Special Education
• pass the subject area portion of the Massachusetts Educator Test

Senior Year

To successfully complete the Education major a student must:

• receive a passing grade in the Senior Practicum and Seminar and Sheltered English Instruction.

MTEL Policy

In order to be eligible for senior student teaching a student must pass all portions of the Massachusetts Tests for Educator Licensure (MTEL) required for their license (www.lesley.edu/certification).

A general timeline for taking the MTEL is outlined in the Requirements for Progression in Education Majors.

Non-Licensure

E-Portfolios

Guidelines for Academic and Professional Behavior

Consistent with Lesley University’s mission, it is our aim to ensure that educator candidates are entering the field as well-prepared and effective teachers, able to support student learning and development through “professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities.” These professional behaviors affect student learning, motivation and development as well as the educator’s own professional growth (National Council for the Accreditation of Teacher Education).

The undergraduate Education Department firmly believes that these dispositions are connected not only to behaviors observed within the field experience but the attitudes and interactions in the university classroom. All teacher candidates are expected to be knowledgeable of the undergraduate education department expectations concerning academic and professional conduct.

Appropriate and professional behavior is expected from students at all times when communicating with faculty, staff, students, and other members of the University community. Students exhibiting concerning or inappropriate behaviors may be referred to meet with the Department Review Committee in order to discuss a remediation plan or dismissal from the major. Repeated and/or egregious offenses may result in a student’s dismissal from the teacher education program.

Dispositional Expectations for Lesley Classrooms, Interactions with Faculty and Supervisors and Field-Based Classrooms.

Lesley University expects that you will exhibit behavior that:

A. Professional Conduct & Tone

1. Uses an appropriate tone in written and oral communication.  Demonstrates thoughtful, effective verbal and nonverbal communication and responsive listening.
2. Exhibits professional behavior, including regular attendance, punctuality, appropriate dress and demeanor, and timely completion of required work.
3. Demonstrates responsibility in the appropriate use of technology in both university classroom and PreK-12 classroom settings and in communication with students, families, colleagues and faculty.
4. Maintains appropriate boundaries when interacting with students, families, colleagues and others.

B. Caring and Respect

1. Demonstrates sensitivity to community and cultural norms, and engages in and supports appropriate and culturally-responsive professional practices for self and colleagues.
2. Treats all students, colleagues, and members of the University community fairly, equitably and respectfully, valuing individual differences and experiences.
3. Demonstrates sensitive, caring, and respectful behavior toward all students and their families.
4. Respects students' and families’ privacy and confidentiality of information.

C. Engagement

1. Demonstrates enthusiasm for teaching and the discipline(s) taught.
2. Demonstrates interest and engagement with new ideas and developments in the field.
3. Takes initiative in both university classrooms and PreK-12 classroom settings.

D. Flexibility

1. Demonstrates flexibility and is open to adjustment and revision based on needs and changing circumstances.
2. Demonstrates ability to receive and integrate constructive feedback into work and teaching practices.

E. Collaboration

1. Demonstrates willingness and ability to collaborate with other professionals and families to improve the overall learning environment for students.
2. Demonstrates concern for the attitudes, beliefs, feelings and welfare of others.

F. Professional Practices

1. Demonstrates high expectations for all students and willingness to adapt instruction to meet varying needs and abilities.
2. Demonstrates behavior that supports the safety of all students.
3. Works proactively to create a positive learning experience in pre-service and field based classrooms.
4. Engages in self-reflection regarding one’s pedagogical practices and gauges impact on student learning and well-being.
5. Projects self-confidence and leadership in assuming the role of the teacher.

G. Legal/Ethical Conduct

1. Engages in ethical conduct as defined by professional educational organizations.
2. Maintains privacy and confidentiality of student and family information according to FERPA regulations.
3. Abides by Lesley University Community Standards of Conduct.

GUIDELINES FOR FILING AN ACADEMIC NOTIFICATION

The reasons for filing an academic notification reflect an instructor’s concerns about a student in terms of academic performance, and/or professional behavior, and/or Education Department competencies.

An academic notification is a means of informing a student that there are concerns about the student’s performance and that either dismissal from the major or a plan for remediation is warranted.

Ordinarily the concern(s) noted in the academic notification would reflect concerns that the instructor has already communicated to the student.

Step A

1.  Instructor submits to the Department Chair the academic notification form articulating the concern.

2.  Within 5 working days of the receipt of the academic notification the Department Chair will:

a. consult with the course instructor.

b. send a letter of notification to the student, requiring the student to attend a meeting with the Department Review Committee which will include the Department Chair, the instructor, and one additional faculty member in the Department.

c. send a copy of the academic notification to the faculty advisor.

Step B

1. The Department Review Committee and the student will meet and consult regarding the issues of concern within 5 working days of the receipt of the academic notification. The Committee will then meet to either recommend steps for remediation and a time line for implementation of the recommendations or dismissal from the major.

2. The Department Chair sends notification of either dismissal from the major or a copy of the plan for remediation to the student, the Department Review Committee, the faculty advisor, and to the Director of Academic Advising within 5 working days of this meeting.

3. If the student does not participate fully in the academic notification process, the matter will be referred to the Vice Provost for Education.

Step C

If the Department Review Committee dismisses the student from the major, the student may appeal to the Vice Provost for Education.

If the Department Review Committee recommends remediation, the Department Chair will determine the status of precipitating issues, and will take one of the following actions:

1. If the issues have been satisfactorily resolved according to the remediation plan, the academic notification will be determined closed with no further action.

2. If it is determined that the issues may be resolved within a reasonable time frame, such as the next semester, a date will be determined for subsequent review and closure.

3. If it is determined that the student has not made sufficient progress according to the remediation plan, or  has not participated fully in the academic notification process, the matter will be referred to the Vice Provost for Education.