In conjunction with the various majors offered at the University, candidates may obtain teacher licensure in these areas:
- Elementary Education (1-6)
- Secondary Education (7-12) in English, Spanish, History and Social Studies, Mathematics, Biology, Chemistry and General Science
After completing the entrance requirements, the prescribed programs and exit requirements, candidates will be recommended to the Connecticut State Department of Education for licensure.
Program outcomes
The candidate will:
- Understand the physical, emotional, psychosocial and cognitive aspects of development
- Understand and apply learning theories as they relate to a holistic curriculum
- Evaluate learning and behavior of students
- Identify classroom organization and management techniques to enhance learning
- Understand historical, social, cultural and political forces influencing public education and the role of a teacher in the resulting issues
- Accrue and use in-depth knowledge of professional literature
- Become a lifelong independent learner and reflective practitioner
- Demonstrate responsibility, initiative and sensitivity in working with all children and adolescents in education-related settings
- Teach all children and adolescents effectively in a constructivist and collaborative manner using best practice
The Connecticut State Department of Education requires that candidates be accepted into a teacher licensure program after having completed no more than two professional education courses. Prospective candidates work closely with University Advisement staff to follow procedures for acceptance to the School of Education, including one of the following tests:
- SAT or ACT scores
- Completion of the Praxis Academic Skills Assessments
- Waiver requirement by the fall of sophomore year
Teacher licensure program
Acceptance to a teacher licensure program
- Sophomore standing
- Sealed official transcript(s) of all undergraduate work
- A minimum cumulative GPA of 2.67
- Evidence of completion of the Praxis Academic Skills Assessments, or SAT or ACT scores
- Two letters of recommendation from individuals who can attest to the candidate’s suitability as a prospective teacher. Recommendations must be obtained from individuals who are not family members, personal friends or members of the USJ School of Education.
- An essay that describes reasons for wanting to enroll in the program and emphasizes experiences relevant to teaching
- A successful interview with a School of Education faculty team
- A planned program of course requirements completed with an assigned Education/Special Education faculty advisor and signed by the licensure officer
Continuation in the program
Throughout the teacher licensure sequence, the School of Education reserves the right to recommend withdrawal of any candidate demonstrating insufficient progress toward professional experiences and interpersonal relationships. Evidence of satisfactory progress may be shown in the following knowledge, skills and dispositions as described in the school’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 that are characterized by sensitivity, mutual respect, constructive collaboration and advocacy
- Responsibility as demonstrated in the timely completion of assignments, commitment to quality performance and professional growth
- Commitment to the mission and philosophy of the department
- Achievement of grades of C+ or better
- Continued minimum cumulative GPA of 2.67
- Successful completion of the Tuesday Experience, a full-day field experience unique to USJ, during spring semester of junior year
Application to student teach
To ensure success during student teaching, no other courses may be taken during that semester. Students must attend all student teaching seminars. Candidates who apply for student teaching will be evaluated by department faculty, who will consider:
- Academic proficiency as indicated by coursework
- Communication skills as reflected in oral and written expression and listening
- Social sensitivity and skills as demonstrated by interactions with peers, children and professionals
- All alert forms in a candidate’s file must be resolved prior to student teaching
An application to student teach may be obtained from the Student Teaching and Clinical Experiences office. It must be submitted by the posted deadline for fall and spring placements.
1. All applications and required forms may be found on MyUSJ, under the School of Education, Student Teaching. You must include:
- 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 most recent semester’s grades, showing completion of all required teacher licensure and General Education courses with a C+ or better, a 2.67 minimum GPA, and a B or better in Tuesday Experience
- 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 Subject Assessment/ACTFL registration confirmation showing that the required licensure tests will be taken before student teaching begins. The Foundations of Reading test may be taken after the student teaching experience. Secondary licensure candidates must pass Praxis Subject Assessment/ACTFL before student teaching.
- 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 provide the Licensure Office copies of Praxis Subject Assessment/ACTFL and Foundations of Reading Score Reports
Exit from 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:
- Complete all program requirements for the major and for licensure, including the state Department of Education requirements for coursework and student teaching
- Fulfill general education requirements and content with no grade lower than a C+
- Complete a successful student teaching experience with a grade of B or better
- Submit successful Praxis Subject Assessment results (or for World Language candidates a rating of “Advanced Low” on ACTFL assessments) for each endorsement area and the Foundations of Reading test for elementary and special education candidates
- Show evidence of appropriate educator dispositions
- Submit application for a teaching license to the teacher licensure officer
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