The Professional Education Unit at ÃÛÌÒav is made up of the faculty and administrators from schools and departments who coordinate teacher education programs for both initial and advanced programs. The unit'sConceptual Frameworkprovides a clear statement of what it means to be a professional educator from the perspective of initial and advanced teacher candidates, university faculty, mentor teachers and P-12 school partners. The conceptual framework is comprised of four themes: Informed and Reflective Practice, Enhanced Student Learning, Scholarship and Collaboration.
The professional education unit serves as an advisory body to provide information about changes to initial and advanced candidate policies as well as accreditation demands to programs and schools that host teacher education programs. The professional education unit meets annually to review unit data to insure a cycle of continuous improvement to initial and advanced teacher education and other school personnel programs.
Teacher Education Council
The Teacher Education Council facilitates collaboration with colleagues across departments and schools on campus. Programs in the unit are organized and coordinated through the Teacher Education Council (TEC), chaired by the Associate Dean. This council facilitates interaction between the Seidel School of Education, the Henson School for Science and Technology and Fulton School of Liberal Arts. TEC has authority to approve policy and changes to professional education curriculum. TEC serves as an advisory board for all issues related to teacher education. Membership consists of a representative from each teacher education program, the AAQEP Coordinator, Coordinator of Field Experiences, PDS Coordinator, school deans and department chairs, and the Seidel Advising Coordinator.
The Teacher Education Council (TEC) is governed by theTEC Constitution and Bylaws. TEC minutes and annual report document the council's business.
In 2013-2014, the average GPA of undergraduates entering the program was 3.18. For candidates entering the MAT Program, the average GPA was 3.24 (Source: 2015 PEDS report).
Default data by academic major is not available. However, for the University as a whole, the 3-year cohort default rate for ÃÛÌÒav published in September 2014 is 6.5%. This represents the number of students who graduated in 2011 who have defaulted on their loans at some point in the past three years. The national average for the same time period is 13.7% (Source: ÃÛÌÒav Financial Aid Office).
2016 education graduates with full-time employment reported starting salaries between $20,000 and $47,567 (Source: SU Career Services First Destination Survey).
Fulltime students who enter as first year complete their degree in 4 years.
Fulltime students who transfer with an Associate of Arts in Teaching from a Maryland Community College complete their degree in 2 years.
Fulltime students who transfer without an Associate of Arts in Teaching degree from a Maryland Community College on average complete their degree in 3 years.
Based on the last Alumni Evaluation 90% of SU students reported completing their degree in the expected time.
Across the education preparation program three types of school placements are required:
Placement for foundations courses: Occurs during the first year and sophomore years - minimum 30 hours
Placement for professional methods courses: Occurs during the junior year- minimum 1/2 day each week of the semester or 1 hour/week for each professional program course that one is enrolled
Placement for the 100 day internship: Occurs during the senior year- full time placements require a minimum of one day per week the semester prior to full-time internship
The full-time internship, typically during the last semester, requires 80 days in a Regional Professional Development School. This is a school site that has a formal relationship with the University. School placements change midway so that different grade level experience can be attained.
Yes, SU teacher preparation programs are nationally accredited. Accredited status allows you to use you MD degree to teach in other states.
Some states may required that you complete a state specific requirement, a specialized licensure test, or other requirements. Candidates should find out this information before entering the professional program.
78% of SU alumni reported on a follow-up survey that they were employed as full-time teachers (36%); substitute teachers (29%); paraprofessionals (5%) graduate assistants (8%); or in a non-teaching field (22%).
