Loyola Marymount University Bulletin 2011-2012 > School of Education > Support for Candidates’ Development of Academic and Professional Standards

Support for Candidates’ Development of Academic and Professional Standards

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School of Education

The School of Education is committed to the development of the qualified educators to work in public, private, and Catholic schools. This commitment is made to the candidates, to the students with whom they will work, and to the general public we serve. The faculty strives to enhance each candidate’s ability to work effectively with students and families, and to be highly sought by schools and school districts. During the candidate’s course of study in the School of Education, the faculty will provide feedback and support to candidates in both their academic and professional development.

Academic Development

When a candidate is not able to meet the minimum academic expectations in a course, the instructor will conduct one-on-one meeting(s) with the candidate to develop a remediation plan. This plan may include, but is not limited to: referral to the program director; tutorials provided by the faculty; support from peers; or a referral to the University’s Learning Resource Center. If the candidate is not able to attain the minimum course grade needed for graduation, he/she may retake the course to attain a higher grade with approval from the program director.

All candidates are required to maintain a minimum semester and cumulative GPA of 3.0 during their course of study. Candidates will be placed on academic probation if they fail to meet the minimum GPA. The candidate will be required to meet with the program director who will monitor the candidate’s progress. Students on academic probation must receive a "B" or better the following semester or be subject to disqualification from the University.

Professional (Non Academic) Development

The School of Education, the California Commission on Teacher Credentialing and and National Council for the Accreditation of Teacher Education have determined that non-academic qualities are necessary for educators to be successful. Non-academic factors include behaviors, dispositions, and attitudes that educators must positively develop and demonstrate. If a candidate fails to meet appropriate professional expectations in class or in field placements, the School of Education will assist with the student’s professional development.

Assistance with professional development will take the following steps:

The instructor will consult with the student and complete a Concerns Form.
The instructor and program director will work with the student to develop a remediation plan. Assistance may include: specific tutorials provided by any member of the faculty; a referral to LMU Student Psychological Services; or other referrals.
The instructor, program director, and student will meet with the associate dean if necessary.
The program director will monitor the student’s progress in accordance with the developed remediation plan.

Students who cannot uphold academic or non-academic standards may be disqualified from their program. Students who are disqualified from one program in the School of Education are not eligible for any other program in the School.

Comprehensive Assessment

All students completing a Master of Arts degree must successfully pass a Comprehensive Examination, a Culminating Experience, or successfully complete a thesis in their subject area.

Statement of Professional Disposition

The National Council for Accreditation of Teacher Education (NCATE) requires the LMU School of Education to assess the professional dispositions of education credential and degree candidates. According to NCATE, professional dispositions are "The values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice." Throughout a candidate’s program, the faculty will assess the School of Education Unit and Program Professional Dispositions, and failure to meet professional expectations may result in a remediation process for the candidate. In extreme cases, failure to meet professional expectations could warrant dismissal from an education program. The School of Education holds four Unit Dispositions that shape the professional expectations for all candidates: "We strive to be, and to educate professionals to be, educators who: Respect and value all individuals and communities; Educate by integrating theory and practice; Advocate for access to a socially just education; and Lead in order to facilitate transformation."