Aug 17, 2019  
2017-2018 Course Catalog 
    
2017-2018 Course Catalog [ARCHIVED CATALOG]

Graduate Teacher Licensure Progression


Also see
Graduate Teacher Licensure in Early Childhood/Special Education  
Graduate Teacher Licensure in Education 
Master of Arts in Teaching: Special Education  

Requirements for Acceptance to Graduate Teacher Licensure Programs

Adults who hold a conferred bachelor’s degree from a regionally accredited institution with a minimum cumulative GPA of 2.67 (3.0 for REACH to Teach) are eligible to apply to the teacher licensure program.

  1. Submit an application and appropriate fee to the School of Graduate and Professional Studies with all official transcripts including a bachelor’s degree from a regionally accredited institution
  2. Complete and submit the following items to the graduate admissions office prior to the completion of two professional education courses with grades of B or better
    • Evidence of successful completion of the PRAXIS Core test. Applicants are eligible for a waiver for the PRAXIS Core test with a combined score of 1,000 or more on the SAT, if neither the math nor the verbal subtest scores below 400 points from any test administration by March 31, 1995; or a combined score of 1,100 or more with no less than 450 on either the math or verbal subtest from test administrations on April 1, 1995 or after
    • Two letters of recommendation from individuals who can attest to the candidate’s suitability as a prospective teacher or to work with children and families accompanied by the School of Graduate and Professional Studies cover form. Note: recommendations must be obtained from individuals who are not family members, personal friends, or members of the School of Education at the University of Saint Joseph.
    • An essay that describes reasons for wanting to enroll in the program and emphasizes experiences relevant to teaching. The essay must highlight people, places and experiences with children and adolescents who have affected this decision. The grading rubric for the essay is available from the Licensure Office.
    • A successful interview with a School of Education faculty member. The interview is scheduled through the Licensure Office.
    • An immunization record using the School of Graduate and Professional Studies form
    • After all documents have been received by the graduate office, candidates will be contacted to schedule an appointment to develop a teacher licensure and/or MA degree program

Requirements for Continuation

Throughout the teacher licensure sequence, the School of Education reserves the right to recommend withdrawal of any student demonstrating insufficient progress toward professional experiences and interpersonal relationships. Evidence of satisfactory progress may be manifested in the following acquisition of knowledge and skills as defined in the School of Education’s Conceptual Framework and Statement of Candidate Dispositions:

  • Critical thinking skills (e.g., the ability to analyze information).
  • Capacity to form interpersonal relationships with colleagues and individuals which are characterized by sensitivity, mutual respect, constructive collaboration and advocacy.
  • Responsibility as demonstrated in timely completion of assignments and commitment to quality performance and professional growth.
  • Commitment to the mission and philosophy of the School of Education.
  • Achievement of B or better in all classes. Candidates who do not earn a B may retake the course one time.

All candidates for teacher licensure must subscribe to Livetext-a student portfolio system, and post all required documents on Livetext for data management.

Requirements for Application to Student Teaching

All coursework on the candidate’s planned program must be completed successfully prior to student teaching. Candidates who apply for student teaching will be evaluated by department faculty, who will consider:

  1. Academic proficiency as indicated by coursework
  2. Communication facility as reflected in oral and written expression and listening
  3. Social sensitivity and skills as demonstrated by interactions with peers, children and professionals

An application to student teach may be obtained from the Office of Student Teaching and Clinical Experiences and must be submitted by February 1 for fall placements and September 15 for spring placements.

1.  All applications and required forms are:

  • A copy of the candidate’s official letter of acceptance into the Teacher Licensure program
  • A copy of the candidate’s Teacher Licensure Planned Program
  • An unofficial transcript with the most recent semester’s grades, showing completion of all required teacher licensure coursework with a B or better
  • A typed Student Information Form showing completed courses with grades, previous work, teaching, and child-related experiences
  • A typed autobiographical essay related to the School of Education Conceptual Framework and no longer than two pages
  • A typed Field Experience Form
  • A copy of Praxis II registration confirmation showing that the required licensure exams will be taken before student teaching begins. The Foundations of Reading test may be taken after the student teaching experience.
  • Proof of fingerprinting at a regional educational service center (CREC, EASTCONN, ACES, etc.)

2.  Candidates must resolve all alert forms prior to student teaching
3.  Candidates may not take any other courses while student teaching
4.  Candidates must attend all student teaching seminars
5.  Candidates must attend an exit interview
6.  Candidates must report Praxis II, including sub-scores/ACTFL, and Foundations of Reading exam scores to the Licensure Office

Requirements to Exit from the Teacher Licensure Program

A “Licensure Program Completer” is a person who has met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript or other written proof of having met the program’s requirements. In applying this definition, the fact that an individual has or has not been recommended to the state for initial certification or licensure may not be used as a criterion for determining who is a program completer.

To be recommended to the Connecticut State Department of Education for licensure applicants must:

  • Attain a B or better in all courses, including student teaching
  • Complete all planned program requirements for licensure, including general education requirements and/or content requirements
  • Complete a successful student teaching experience
  • Submit successful Praxis II Assessment Results, or for World Language candidates, a rating of “Advanced Low” on ACTFL examination, and successful Foundations of Reading test scores, if required.
  • Show evidence of appropriate educator dispositions

Other opportunities In education


Laboratory schools


The School of Education benefits from two laboratory schools. The Gengras Center, an on campus school for students with significant disabilities, and the School for Young Children, an early childhood school nearby, offer students pre-professional opportunities in working with teachers, children and families.

Kappa Delta Pi Honor Society


Kappa Delta Pi International Honor Society in Education has been active at USJ since 2009. The society has a long-standing commitment to “recognizing excellence and fostering mutual cooperative support, and professional growth for educational professionals.” Letters of invitation are sent in March to students eligible for membership informing them of an April orientation meeting and an initiation ceremony in the spring.

Partnerships


The School of Education has partnerships with several school districts and agencies, which provide candidates the opportunity to interact with K-12 students under faculty supervision. Longstanding partnerships include: Bloomfield School District, Connecticut Department of Children and Family Services, and West Hartford Schools. Candidates are provided authentic opportunities to assess, teach and collaborate with others.