General Information for State-Approved B.S. Degree Programs Leading to Licensure and Certification

Admission

In addition to satisfying general admissions requirements, applicants for admission to state-approved licensure/certification degree programs at Wilmington University after July 1, 2014* must submit a complete and official Praxis Core Academic Skills for Educators score report that meets minimum score requirements in all three test areas (sub-tests) as established by the Delaware Department of Education. Composite scores are not accepted. (Students who have not taken or passed the exams should apply to the appropriate parallel Education Studies program.)

Minimum score requirements for each subtest are:

*NOTE: Applicants admitted prior to July 1, 2014 have until July 1, 2015 to satisfy this requirement.

Content and Performance Assessment Requirements

State-approved degree programs contribute to eligibility for licensure/certification as an educator in Delaware public schools. As such, all candidates must meet the content and performance assessment requirements described in DE Administrative Code, Title 14, Regulation 290, in order to be eligible for program completion and degree conferral.

The regulation states, in part:

Content Assessment (This subparagraph shall take effect January 1, 2015).

“Where a content readiness exam is applicable and available in area, subject, or category of specialization sought, the Candidate shall achieve a passing score on an examination as established by the Professional Standards Board, in consultation with the Department and with concurrence of the State Board.”

The assessments and scores established by the Delaware Department of Education for each area of certification are:

Early Care and Education, 0-2

Grades K-6: ETS test #5001, Elementary Education Multiple Subjects (all four tests required – can be taken separately or together)

Grades 6-8 (a separate exam is required for each area of certification that is sought)

Performance Assessment (This subparagraph shall take effect July 1, 2016.)

“Where a performance assessment is applicable and available in an area appropriate to the Program in which a Candidate is enrolled, the Candidate shall achieve a passing score as a requirement to Exit the Program. The performance assessment may not be scored by any employees of the Educator Preparation Program or Unit, and shall be scored by Certified Reviewers.”

The assessment selected by Wilmington University to satisfy this requirement is the Praxis Performance Assessment for Teachers (PPAT). This assessment is administered and scored by ETS. Delaware minimum score requirements have not yet been set by the Delaware Professional Standards Board.

Candidates must check-in periodically with a program advisor or program chair to obtain current and accurate information as to specific assessments and score requirements, because the Delaware Professional Standards Board sometimes modifies required tests and minimum acceptable scores. Candidates must pass all exit assessments in order to be eligible for program completion and degree conferral. All Delaware test score requirements can be accessed at this web address:

https://www.ets.org/praxis/de?WT.ac=praxishome_states_121126

Purpose

The purpose of licensure/certification degree programs is to prepare candidates for teaching positions in schools serving children from birth through grade 8. Students choose a teaching concentration that leads to initial licensure and certification in one of three areas: Early Care and Education (Birth through Grade 2), Elementary Education (Grades K-6), or Middle Level Education (Grades 6-8).

Program of Study

The three licensure/certification B.S. degree programs combine rich and varied course offerings with extensive, supervised field experiences. Many faculty members are current practitioners (teachers, counselors, content area specialists, administrators); all faculty members have had professional experience in public schools. General Education courses, required of all Wilmington University undergraduates, provide a well-rounded academic foundation. Supervised field experiences are an integral part of the teacher preparation program. Field experiences are designed to begin during the student’s first year and continue through the final, clinical semester. Starting Fall 2013, teacher candidates must pass all sections of the PRAXIS (core): Reading, Mathematics, and Writing (or relevant exemption test) prior to registration for the first clinical experience (Practicum I - EDU 390) and the appropriate PRAXIS II (see individual concentrations for the appropriate PRAXIS II) tests prior to the capstone clinical experience (student teaching or internship).

Program Changes

Bachelor of Science degree programs in the College of Education which contribute to eligibility for initial licensure and certification as Delaware educators are approved by the Delaware Department of Education. Any changes that are mandated by the Delaware Department of Education or the Delaware General Assembly will be implemented in accordance with state regulations. Students will be notified of any changes that may affect program or degree completion/conferral requirements.

Program Competencies

Bachelor of Science degree programs in the College of Education are designed to prepare educators who demonstrate the following competencies:

Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession

Outcomes Assessment

Assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, as well as performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and school-based mentors; and post-graduation surveys.

Clinical Requirements

Applicants for the capstone clinical experience (student teaching or internship) must meet required application procedures and deadlines. Applications for placement must be submitted electronically to the Office of Clinical Studies. Applications are due by October 1 for spring semester placements, or by March 1 for fall semester placements. Applications for placement do not replace the need to register for the appropriate fieldwork course, but registration may not occur until approval has been granted by the Chair of the Office of Clinical Studies. The following are also required:

• A cumulative GPA of 3.0 with no Incomplete grades
• Completion of all course Prerequisite(s)
• Health and TB clearances
• A State of Delaware and FBI criminal background check and Child Protection Registry clearance
• Passing scores on PRAXIS (core) and the appropriate PRAXIS II content assessment
• Co-registration in EDU 499
• A minimum grade of “C-” for all Education core courses (ECE, EDU, RDG, and EPY).

Completion of the capstone clinical experience is contingent upon the successful completion of an electronic portfolio in Taskstream documenting satisfactory achievement of all program competencies.

Fieldwork Expectations

Practicum courses (I, II, III) each require 50 hours of fieldwork during regular school hours in an approved school setting, plus 30 hours of required seminar classes. The 50 hours of fieldwork will usually take place in the county where the student attends the seminars.

The capstone clinical experience (is a full-time, full-day placement ranging from 80 school days to one full school year in an approved setting and in a content area/grade level that corresponds to a candidate’s program concentration.

All placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and protocols. Final placement decisions are made by school district officials. Candidates are

Teacher Dispositions and Values

A significant element of programs for the preparation of teachers deals with developing candidates’ skills in working with students from a wide variety of diverse backgrounds and with students who also may present a wide variety of exceptionalities. Clinical experiences (practical, internships, student teaching) in the B.S. program require candidates to interact with students of both genders, students with exceptionalities (including students whose first language is not English), and students whose socioeconomic, racial, language, geographic and ethnic backgrounds are different from their own.

A second area of importance for teacher candidates is to ensure that they work with students, families, and communities in ways that reflect the dispositions expected of teachers as delineated in professional, state, and institutional standards. B.S. candidates must recognize, develop, and model dispositions that are expected of beginning teachers.

In order to assess a teacher candidate’s dispositions and values, the College of Education administers the “Inventory of Beginning Teacher’s Dispositions” and “Multicultural Inventory” during clinical courses in the undergraduate program.

Because of the importance accorded to these surveys, teacher candidates are expected to participate fully and to comply with these tasks as assigned.