Teacher Preparation Program

The Teacher Preparation Program in the Division of Education attempts to share changes in policy, procedures, and protocols well in advance. Modifications or regulations may be imposed by other external sources, so the Division of Education reserves the right to immediately initiate, add, or change program requirements without prior notice.

Transition Points in the Teacher Preparation Program

Candidates should be familiar with the four major transition points in the Teacher Education Program. The first occurs during the sophomore year when students are officially accepted into the program; the second occurs during the junior year when students are accepted into the pre-clinical/clinical practice program and become candidates; the third point is exit from the clinical practice semester, while the fourth follows candidates’ progress after graduation and into their first years of teaching, continuing to assess candidate satisfaction through the use of surveys.

Data are collected at each point to measure program effectiveness and to determine improvements to the curriculum thus ensuring each teacher candidate adequately meets the minimum standard for seven candidate proficiencies.  Assessments of the proficiencies affirm the unit’s expectation that candidates will:

  1. Demonstrate knowledge of student learning and development and respect in the diversity of the students they teach.
  2. Apply knowledge in the areas for which they have instructional responsibility.
  3. Demonstrate knowledge on the use of varied assessments to inform instruction, evaluate, and ensure student learning.
  4. Plan and deliver effective instruction that advances the learning of each individual student.
  5. Create learning environments that promote high levels of learning and achievement for all students.
  6. Collaborate and communicate with other educators, administrators, students, parents, and the community to support student learning.
  7. Assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

Candidates should be aware of deadlines and program requirements for each transition point and should work closely with their advisors to ensure all pre-conditions are met in a timely basis.  More detailed information about the transition points in the Teacher Preparation Program can be found in the Division of Education’s Student Handbook.

Transition Point #1:  Admission into Teacher Preparation

Candidates pursuing licensure must be formally accepted into the Teacher Preparation Program.  Transition point #1 for students usually occurs during the second semester of their sophomore year or after the completion of the four core Education courses.  Acceptance into the program is a prerequisite for enrollment in higher-level (300 and 400) Education courses, including pre-clinical/clinical practice.  The deadline for application to the Teacher Preparation Program is the third Friday of each semester/session:  Fall, Spring, Summer I, and Summer III in which requirements will be completed.  Applications and other related materials for the Teacher Preparation Program are available in the  Licensure Office, Hannon Center, Room 108 and the deadline for submission is clearly stated.  Criteria to apply for Teacher Preparation include:

  • GPA = 2.7, overall and education content coursework
  • Completed a minimum of 49 total credits
  • 4 core courses (minimum grades of B- in each course)
    • EDUC 107, School and Society
    • EDUC 140, Introduction to Technology in the Classroom
    • EDUC 206, Exceptionalities and Multiculturalism in a Global Society  
    • EDUC 264, Educational Psychology
  • Pass ENG 102 or Honors English HON 103, or English Dept. Course recommendation minimum, course grade of B-, or Praxis I Writing with a passing score of 172
  • Pass MATH 104 or higher (minimum grade of B-) or Praxis I Math with a passing score of 172
  • Current, clear BCI&I & FBI background checks
  • Essay Review (with a passing score)
  • Interview by Division of Education faculty (with a passing score), which may include a follow-up interview or additional recommendations required for admission

Candidates are notified by letter by the Coordinator of Licensure of their application status: either approved, conditionally approved, or denied.

A student who is conditionally approved may continue to resolve the issue(s) until approved.

A student who is denied admission into the Teacher Preparation Program:

  • Will not be permitted to enroll in 300/400 level education classes
  • May be advised/decide not to remain in the Division of Education
  • May appeal to the Division of Education Teacher Candidate Development Committee (must be submitted in writing within two weeks of the denial letter and must be accompanied by appropriate documentation)
  • May appeal to the University Standards Committee if dissatisfied with the decision of the Candidate Development Committee

Transition Point #2:  Entry into Clinical Practice

Application for acceptance to pre-clinical/clinical practice program is usually made the semester prior to pre-clinical practice. Placements are coordinated by the Office of Field Placements and Licensure with local school districts and are generally made in Stark and surrounding counties. Candidates are required to have their advisor’s approval to move forward. The following specific requirements must be satisfied:     

Pre-Clinical (Pre-Student Teaching)

  • 2.7 GPA, overall and in education content coursework
  • Clearance by the Coordinator of Field & Clinical Placements
  • Current, clear BCI&I and FBI Background checks

Clinical (Student Teaching)

  • 2.7 GPA, overall and in education content coursework
  • Clearance by the Coordinator of Field & Clinical Placements
  • Current, clear BCI&I and FBI Background checks
  • Complete Pre-Clinical (Pre-Student teaching) with B- or better

Transition Point #3: Exit from Clinical Practice and Application for Professional License

To satisfactorily complete clinical practice, candidates must receive a minimum rating of 2 on the following evaluations completed by their cooperating teacher and university supervisor: Ohio Educator Standards, Specialized Professional Association (SPA), and Walsh Candidate Proficiencies. Candidates must also complete the Reflective Portfolio (aligned with Ohio Educator Standards). Candidates must complete student teaching and seminar with a minimum grade of B-. Candidates are eligible to apply for a State of Ohio teaching license upon completion of the following:

  • All University and Division of Education coursework (cleared by the University Registrar)
  • Completion of all required Ohio Assessments for Educators (OAE) for appropriate licensure area(s)
  • Current, clear BCI&I and FBI Background checks on file with the Ohio Department of Education
  • Appropriate licensure application and required fee
  • Recommendation by Division of Education Coordinator of Licensure or Division Administrator

Transition Point #4: Program Follow-Up

Surveys are used to follow candidates into their first year of teaching.  The Division of Education will gather information from the candidates themselves and their employers.

Professional Licensure

  • All educational coursework, all content area courses, completion of all required Ohio Assessments for Educators (OAE) for appropriate licensure area(s), and current BCII & FBI background checks are required for licensure.  Candidates should be aware that prior criminal convictions, whether or not the conviction has been expunged, can affect the student’s ability to obtain a license to teach in the State of Ohio and/or affect the student’s ability to obtain employment in a pre-school program, public school district or chartered non-public school.  It is the student’s responsibility to determine whether he or she is eligible for licensure and/or employment as a teacher in the state of Ohio.
  • Applying for Licensure and/or Endorsements and Time Limits

    Students are highly encouraged to apply for their licensure or endorsement at the time they graduate (or within 1 year).  If they choose to delay applying for their licensure or endorsement and requirements change, they must meet the new approved program/licensure requirements as they are at the time they are applying for their license or endorsement.  Students should consult with the Coordinator of Licensure  if they have questions about licensure applications. 

Title II Information: Ohio Assessment of Education Data (OAE) - 2016-2017

OAE Tests are taken by individuals entering the teaching profession as part of the licensure process required by the state of Ohio. The test measure teacher candidates' knowledge and skills. Specifically, the OAE assessment series measure subject-specific content knowledge, as well as general and subject-specific teaching skills that a beginning teacher needs. Pass rates are reported by OAE for tests with 10 takers or more. The scores below are for initial licensure, endorsement and school counseling for 2016 – 2017. 

Scores reported are for all initial licensure OAE tests for 2016- 2017. For those initial licensure tests with and N lower than 10 only the N is reported.

Teacher Education Performance Data - Walsh University