Resources and Practices Support Candidate Learning
Curricula and other program components meet state and/or national standards.
3.1 Field experiences and clinical practice, offered in collaboration with P-12 schools, support candidate development as effective educators.
3.2 Programs provide opportunities for candidates to work with diverse P-12 students and teachers, faculty and other candidates.
3.3 Full-time and part-time faculty members are qualified individually and in aggregate, for academic and/or clinical teaching.
3.4 Support services for candidates/completers are sufficient and equitable.
3.5 Facilities are appropriate and adequate to support candidate learning.
3.6 Administrative structures and financial resources support candidate learning and show parity at the institution.
3.7 Admissions and mentoring policies encourage the recruitment and retention of high quality candidates.
3.8 Provision exists for candidates/completers to voice concerns.
3.9 Policies and practices (academic calendar, grading policy, program requirements, outcome data, etc.) are transparent and consistent.
All educator preparation programs at the University complete reports that have national or state standards are reviewed by the specialized program associations or state approval. Programs that do not have national standards, such as the Curriculum and Instruction MEd, align the program with the National Board of the Professional Teaching Standards. These alignments are indicated on the assessments in aims.ncate.org or on the program pages.
A wide range of field and clinical practice experiences are provided to assist candidates in becoming effective educators. Several strategies are used to promote candidate success. Each conversation with a mentor teacher or supervisor is documented on a collaborative assessment log that documents what is going well, what needs support, the candidate’s next steps, and the mentor’s next steps. Dispositions are monitored weekly, and candidates performance at less than a “good” or “most of the time” level are reported to the program chairs for consultation with the candidate. Faculty members and candidates have been engaged in pilot and field tests of the Teacher Performance Assessment, which is described as a national, rigorous, valid measure. In addition, summative assessments are consistent with those used in the Ohio Teacher Residency program.
Candidates have the opportunity to work with diverse p-12 students in that all programs require an urban, high needs school experience. Candidates also interact with diverse teachers, faculty and other candidates, as indicated in the faculty and candidates demographics. Recruiting and retaining diverse school-based faculty, university faculty, and candidates is an ongoing effort. Faculty members are well-qualified in their fields for academic and clinical teaching as indicated in the summarized qualifications.
Candidates and completers are provided a wide range of services. The Student Service Center, which provides advising and monitors undergraduates’ progress, will be located in Teachers College increasing accessibility. Advisors are trained professionals and have been recognized at the university level for their efforts. The quality of advising is monitored across several assessments of unit operations. The Teacher College building is in the process of being improved, with better serving candidates through high quality electronic classrooms, computer labs, lounges, and comfortable hall seating with outlets for laptops.
The University of Cincinnati is engaged in performance based budgeting, and has been successful in maintaining comparable funding to that of the two colleges with comparable professional programs: Nursing and Allied Health Sciences.
Admissions and mentoring policies encourage the recruitment and retention of high quality candidates. At the spring 2012 ceremony, over $500,000 in scholarships specific to the college were awarded. The Ohio First funding provides scholarship monies for early childhood education candidates to increase their expertise in mathematics and science. Candidates who are Merit Scholar Finalists receive full tuition and a laptop; candidates with a high school GPA of 3.2 and ACT scores of at least 26 receive a minimum of $2000 each year, and compete for funding up to $22,000 each year. Candidates who are first generation college bound receive additional supports and specialized supportive housing.
Candidates are given several opportunities to voice concerns. Each year the dean conducts a series of lunches during which candidates can discuss topics of their choice. Each candidate completes a specific evaluation survey related to his or her program, and all candidates compete a student satisfaction survey. The associate dean for academic affairs is also available to students, and maintains a fil of candidate complaints and resolutions.
With the use of the Internet, policies and practices, including the academic calendar, grading policy, requirements, and candidate outcome data are available for viewing by individuals inside and outside the college and university community.
3a. Syllabi demonstrating alignments are provided on each program page.
3b. Training school-based and clinical faculty members
3c. Policies, practices, and data on candidate placement
3d. Collaborative activities between unit and p-12 schools
3e. Diversity of faculty (faculty demographics)
3f. Diversity of candidates (candidate demographics)
3g. Diversity of p-12 students
3h. Policies, procedures, and practices that support candidates working with p-12 students from diverse groups
3i. Faculty qualifications are available in aims.ncate.org
3j. Clinical faculty qualification
3k. Advising and counseling of students
3l. Candidates’ access to classrooms, technology, library resources, and curriculum resources
3m. Description of unit governance structure
The accreditation process is managed by the College of Education, Criminal Justice, and Human Services. The college bylaws provide information related to the governance of the college.
The University Council for Educator Preparation is a provostal council directed by the head of the unit, Provost Santa Ono, to provide collaboration and integration of educator preparation efforts across the college. The bylaws for UCEP provide the structure and charge of this group.
3n. Budget and budget of comparable unit
3o. Admission from key assessments used for entry to programs
3p. Policies, procedures, and practices for candidate recruitment
3q. Candidate complaints and resolution are on file in the dean’s office.