Licensure Program Entry Requirements

The Department of Education Program Goals

The Department of Education program goals reflect careful consideration by and discussion with faculty, College of Wooster teacher education faculty, students (often referred to as candidates throughout this document), stakeholders and school partners such as classroom teachers, and administrators. These program goals help define the teaching standards in which, upon graduation, all candidates in the Teacher Education Program are expected to demonstrate competence.

The Department of Education has established the following five goals:

  1. Students to construct deep meaning and show proficiency in the seven departmental/state learning outcomes.
  2. Provide traditional and alternative licensure pathways that prepare effective, thoughtful, and purposeful educators for work in early childhood, adolescence to young adult, and multi-age classrooms.
  3. Provide for students with an interest in educational issues (i.e. public policy, law, social work, speech and language, TESOL) an array of coursework, field experiences, and intensive study.
  4. Construct coursework, field experiences, and related experiences that foster deep and meaningful P–12 partnerships in support of area schools and educational communities.
  5. Foster the interdependence of the College of Wooster curriculum by encouraging students to connect their work in education to the entirety of the academic experience and to use their experiences in the department to facilitate their growth and understanding of the Graduate Qualities.

The Department of Education uses a detailed and well thought-out assessment system to assess each program and candidate performance. Through the use of a multiple measures at five steps, or “Gates,” the Department seeks to determine strengths and areas where improvement is needed. The Department seeks input from its stakeholders to design and implement assessment tools and to interpret and use assessment results. The Key Assessments are outlined below, as used at each Gate of admission and continuation in the Teacher education Program:

Gate 1: ON-TRACK Status

Course: EDUC 10000

Key assessments:

  • Interview
  • Philosophy of Education (Essay)
  • E-Portfolio
  • Dispositions (Field Evaluation)
  • College GPA of 2.667 (a cohort average of 3.0 is required beginning 2016 - 2017 and beyond)

Gate 2: Commitment and Formal Application/Acceptance Status

Courses: EDUC 23100, EDUC 25100 or EDUC 21000

Key assessments:

  • Interview
  • E-Portfolio
  • Field Evaluation (Pedagogy)
  • Dispositions Evaluation
  • College GPA of 2.667 (a cohort average of 3.0 is required beginning 2016 - 2017 and beyond)

Gate 3: ACCEPTANCE to Clinical/Student Teaching Placement

Courses: EDUC 31000, 26000, 32000, MUSC 34300 or 34400 (semester prior to Student Teaching)

Key assessments:

  • Interview
  • E-Portfolio
  • Field Evaluation (Pedagogy)
  • Dispositions Evaluation
  • College GPA of 2.667 (a cohort average of 3.0 is required beginning 2016 - 2017 and beyond)
  • GPA in the Major of 2.667 (AYA only)
  • Instructional Unit Design
  • Complete and Submit edTPA (locally scored)

Gate 4: Program Completion

Courses: EDUC 49000-49200, 49300-49500, or 49600-49800

Key assessments:

  • Interview
  • E-Portfolio
  • Philosophy Revision
  • State Compliance Modules
  • Impact on Student Learning Project
  • Student Teaching Evaluation (Pedagogy)
  • Dispositions Evaluation
  • Ohio Assessment for Educators (OAE)

Gate 5: Post Graduate

Key assessments:

  • Alumni Survey and/or Completer Survey (State and local instruments)
  • Principals’ or Employers Survey (State and local instruments)
  • RESA (Ohio)

NOTE: Adherence to the Department’s attendance policy is a criterion for acceptance and continuation in all licensure programs and in all courses.​