Curriculum and Program Policies

005.1 School of Education Curriculum Policies

The undergraduate and graduate programs in the School of Education adhere to curriculum policies set by Andrews University and outlined in the current Andrews University Bulletin.  The School of Education and its programs may establish additional curriculum requirements for its candidates.

005.1.1 Minimum Standards of Scholarship

Candidates in the SED are required to meet the minimum standards of scholarship outlined in the current Andrews University Bulletin.  Additional requirements may be imposed by the different academic programs within the SED.

005.1.2 Curriculum Changes

All changes to SED curriculum, programs, and relevant policies must be made by vote of the appropriate faculty as follows:

    • All changes to program and/or department curriculum, program, and policy must be approved by the faculty of that department and/or program.
    • All changes in curriculum or policies that affect individual programs or the entire SED must be approved by the Academic Programs and Curricula Comittee (APCC), the SED-wide curriculum oversight committee. These changes are then ratified at a monthly SED Faculty Meeting.
005.1.3 LiveText Use

All candidates in the School of Education must purchase and use LiveText to post assignments and their portfolio (where applicable) as directed by their course professors and/or their advisor.

005.1.4 Written Style and Format Requirements

All written work (papers, dissertations, etc.) must conform to style standards contained in the Publication Manual of the American Psychological Association and format standards contained in Andrews University Standards for Written Work (current edition of both books).

005.2 Teacher Education Program Policies

The initial teacher education program is aligned with the SED Conceptual Framework and is guided by the professional standards put forth by ACEI (Association for Childhood Education International), INTASC (Interstate New Teacher Assessment and Support Consortium), and the State of Michigan.

Candidates in the Teacher Education program are required to sign a conviction clearance form when they enroll in EDTE 165, when they apply to join the professional program in teacher education, and when they apply for student teaching.  They must obtain a fingerprint check prior to beginning student teaching.

Throughout candidates' time in the teacher education program, they must create a professional portfolio in LiveText.  This portfolio is reviewed by faculty members at various times throughout its development.  The portfolio is presented to and undergoes a final review by a panel of external professionals (principals, mentor teachers, and/or personnel from the College of Arts and Sciences) during the Professional Days Conference during candidates’ senior year.

All candidates must pass the MTTC Basic Skills test to be admitted to the teacher preparation program during their freshman or sophomore year at Andrews University.  (Passing scores are established by the State of Michigan and a committee of experts in the field.)  Secondary education candidates must pass MTTC content area tests for their major and minor before graduation and certification.  Elementary education candidates must pass the MTTC Elementary Education test before graduation and certification.  (Passing scores are established by the State of Michigan and a committee of experts in the field.)

Candidates must maintain an overall grade point average of at least 2.5 in major courses, minor courses, professional education courses, and in overall coursework to remain in the program and to graduate.

005.3 Curriculum and Instruction Program Policies

The Curriculum and Instruction program is guided by a set of professional roles which are derived from the Conceptual Framework of the School of Education and the standards of the American Association for the Advancement of Curriculum Studies (AAACS).  The professional roles are (1) Christian Philosopher, (2) Learning Theorist, (3) Servant Leader, (4) Effective Communicator, (5) Capable Researcher, (6) Lifelong Learner, and (7) Subject Matter Expert.  Candidates are expected to demonstrate their competence in these professional roles in their coursework and portfolio.

Candidates for the MA degree must complete requirements within six (6) years of their acceptance into the program. EdD and PhD degrees must be completed within 10 years.

To remain in the program, the candidate must maintain a minimum overall grade point average of 3.00 for MA, 3.20 for EdS, or 3.30 EdD/PhD).  No grade of D or F may count toward a degree.

To maintain active status in the Curriculum & Instruction program the candidate must:

    • make appropriate progress in completing the course plan;
    • maintain contact with the advisor;
    • meet residential requirements, which are to attend orientation and take a class focused on classroom instruction;
    • meet with their collegial support group at least three times per year;
    • participate in online discussions; and
    • meet financial obligations to the university.

All candidates in the Curriculum and Instruction programs must take and pass comprehensive examinations, as described in the Curriculum and Instruction Program Handbook.

Curriculum and Instruction candidates are required to develop and maintain a portfolio that documents their professional preparation and implementation of their new learning as they progress throughout the Curriculum and Instruction course of study. 

005.4 Special Education Program Policies

The Special Education program is aligned with the SED Conceptual Framework and is guided by the professional standards set forth by the Council for Exceptional Children (CEC).

Master of Science (MS) candidates seeking endorsement must have a valid State of Michigan teaching certificate before the degree can be granted.  This includes passing the MTTC Subject Area Exam (Learning Disabilities).

All candidates must maintain a minimum grade point average of 3.00.  Only grades of B- or better count toward the major or concentration.

All candidates must complete the requirements for the MS degree within six calendar years from the beginning of the first semester of coursework irrespective of admission classification.

All candidates are required to sign an updated conviction clearance form and obtain a fingerprint check prior to enrollment in EDTE 588 (internship) and again at application for State of Michigan Teaching Certification.

All candidates will be required to take and pass comprehensive examinations.

All candidates must complete and present a professional portfolio as a part of the course SPED689 Current Trends in Learning Disabilities.

005.5 K-12 Educational Administration Program Policies

The K-12 Educational Administration program is aligned with the SED Conceptual Framework and guided by nine standards derived from a combination of national (ELCC), state, and denominational standards.  The nine standards relate to (1) vision, (2) culture/program, (3) management and administration, (4) school/community relations, (5) ethics, (6) law and politics, (7) technology, (8) worldview, and (9) research.  These standards are described in detail in the K-12 Educational Administration Handbook.

All candidates are required to take the one week on-campus orientation course, EDAL500 Administration Orientation.

To maintain active status in the program, candidates must register for one or more courses or register for EDAL 650 Program Continuation at least one semester out of three consecutive semesters.

To remain in the K-12 Educational Administration program, the candidate must maintain a minumum overall grade point average of 3.30.

The K-12 Educational Administration faculty evaluates each candidate every spring to determine each candidate’s progress in the program.  Any concerns are brought to the attention of the candidate at that time.

Candidates who have previously registered for all 16 dissertation credits and are still working on their dissertation must register for EDAL888 Dissertation Continuation for one credit.

All candidates must participate in a mentored internship by taking either EDAL680 Administration Internship or Fieldwork or LEAD886 Advanced Internship.  Details are described in the K-12 Educational Administration Internship Handbook.

Candidates must pass a comprehensive examination, which consists of a portfolio presentation. A detailed description of the portfolio requirements is contained in the current K-12 Educational Administration program handbook.

As a prerequisite to presenting their portfolios, all candidates (beginning with the 2010 cohort) must take the ETS School Leaders Licensure Assessment (SLLA) 1011 examination.

MA in K-12 Educational Administration candidates must complete their program within six (6) years.  EdS, EdD, and PhD candidates must complete their coursework and comprehensive examinations within five (5) years; the dissertation must be completed at seven (7) years.  Candidates who are unable to complete their program within these timeframes may apply for a time extension.

005.6 School Psychology Program Policies

The School Psychology program is aligned with the SED Conceptual Framework and is guided by the professional standards set out by the National Association of School Psychologists (NASP) and the Michigan Department of Education.

All candidates in the School Psychology program must maintain an overall grade point average of not less than 3.20, and receive no grade less than a B- for any course in the Professional Core.

In order to maintain active status in the EdS program, the candidate must be enrolled in classes for two out of three semesters during a full academic year.

To ensure the safety of candidates and the children with whom they work, each candidate is required to have a Life Span Finger Print Check and background check prior to doing any fieldwork, including all early fieldwork experiences (practicum) and the internship.

Candidates must join NASP, the American Psychological Association—Division of School Psychology (APA Division 16), or the Michigan Association of School Psychologists (MASP) during their first semester in the program and attend professional conferences.

All candidates must pass the Praxis II—School Psychology Specialty Examination (0400) with a minimum score of 165.

In keeping with the School of Education policy on Candidate Plans for Improvement, the School Psychology program follows the Student Retention Policy established by the Educational Counseling and Psychology Department.  If a major concern arises about a candidate, the following comprehensive process is enacted:

Step 1:  Notice of concern written, discussed between professor and candidate, and discussed in faculty meeting.
Step 2:  If problem persists, student attends a Retention Hearing with the ECP faculty, resulting in a Probationary Contract or dismissal from the program.
Step 3:  A probationary contract is written and presented to the candidate for steps and behaviors to rectify the situation.
Step 4:  At the end of the semester, the candidate’s progress will be reviewed by ECP faculty. Faculty will vote to keep the student in the program or to dismiss the candidate from the program. 
(See complete text of the Student Retention Policy in the current School Psychology Program Handbook.)

All School Psychology program candidates must successfully present a professional portfolio.

All School Psychology program candidates must satisfactorily pass the comprehensive examination.

005.7 School Counseling Program Policies

The program objectives of the School Counseling program are aligned with the SED Conceptual Framework and are guided by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards.

Candidates in the School Counseling program must maintain a grade point average of at least 3.0 to remain in the program and to graduate.

Candidates enrolled in the MA in School Counseling Program must sign a Conviction Clearance for School Counseling Students at three points in their program:

    1. Prior to registering for their first class.
    2. Prior to registering for EDPC655 Internship in Counseling and beginning their internship.
    3. Prior to applying for certification as a school counselor through the Office of Teacher Certification at Andrews University.

Candidates in the School Counseling program are required to join one of the following national professional organizations:  American Counseling Association (ACA) or the American School Counselor Association (ASCA).

In keeping with the School of Education policy on Candidate Plans for Improvement, the School Counseling program follows the Student Retention Policy established by the Educational Counseling and Psychology Department.  If a major concern arises about a candidate, the following comprehensive process is enacted:

Step 1:  Notice of concern written, discussed between professor and candidate, and discussed in faculty meeting.
Step 2:  If problem persists, student attends a Retention Hearing with the ECP faculty, resulting in a Probationary Contract or dismissal from the program.
Step 3:  A probationary contract is written and presented to the candidate for steps and behaviors to rectify the situation.
Step 4:  At the end of the semester, the candidate’s progress will be reviewed by ECP faculty. Faculty will vote to keep the student in the program or to dismiss the candidate from the program. 
(See complete text of the Student Retention Policy in the current School Counseling Program Handbook.)

Candidates in the School Counseling Program must pass a comprehensive examination near the end of their academic program.

School Counseling candidates must also pass the State of Michigan exam for school counselors and become certified or licensed in Michigan as a school counselor in order to successfully complete their MA in School Counseling.  (Candidates who are not certified or licensed in Michigan as school counselors cannot be recommended by Andrews University for certification or licensure as school counselors in any other state.)

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