Academic Divisions - Education

Performance Report - 2017

Please select this link to read the full Educator Preparation Performance Report for Notre Dame College.


Notre Dame College has a long tradition of teacher education. Students may pursue programs leading to Ohio licensure in early childhood, middle childhood, special education, adolescent/young adult and multi-age education. Those pursuing adolescent/young adult and multi-age licensure also pursue an academic major. The detailed organization of the teacher education program and its specific directives are outlined in the Education Handbook.


Education Unit Vision

The Division of Professional Education educates teacher candidates for personal, professional and global responsibility so that they are willing in their role as teachers to take a stand for human rights and social justice. The willingness to take a stand is critical in local communities and in a world where the disparities in access to goods and resources can threaten human relationships. This aligns with the conceptual framework for the teacher education division at Notre Dame College which is driven by the institutional mission statement of educating “a diverse population...for personal, professional and global responsibility” and the College motto, "Changing the world, one student at a time." Current theory and research, state and national standards, the standards of specialized professional associations and the concerns of the division’s PK-12 partners have further aided the division in reshaping and redefining its conceptual framework. Summarized as “changing the classroom, one teacher at a time,” the major themes articulated by the conceptual framework guide candidate performance outcomes and the system by which the division, its programs and its candidates are assessed. While the Notre Dame College community embraces and lives out of a carefully articulated and well documented values list (Notre Dame College, 2007), four values stand out in the Notre Dame Education tradition for Division of Professional Education. The dignity of the whole person and that individual’s right to an education are fundamental to the Notre Dame College teacher preparation program. The Division values the range of diversity among our teacher candidates, in our partnership schools and among the core and adjunct faculty. Collaboration is highly valued in the Division as we recognize the social nature of learning and work and the importance of student voice in the education process. Fairness, honesty, respect, and ethical behavior are aspects of responsible professional engagement that the Education Faculty seeks to model for and cultivate in the teacher candidates.



Education Program admission is open to students who demonstrate that they have the intellectual ability, emotional stability, dispositional and professional skills needed to be a professional teacher. Students wishing to apply to the Education Program must first be admitted to the College through the regular Admissions Office application process. Students planning to major in Education will be classified a pre-education until their formal acceptance into the Education program. Formal application should be submitted to the Division during ED 205.


Prerequisites needed for admission to the Professional Education Division are:

ED 202/203 Introduction to Education/Field Experience

ED 204 Educational PsychologyNCATE

ED 205/206 Psychology of Special Needs/Field Experience

EN 100/101 College Composition I and II


EN 110 Advanced Composition:

Expository Writing

MA 110 Intermediate Algebra

PY 201 General Psychology

Applicants must achieve a 2.75 GPA in the professional education coursework AND in their cumulative coursework/overall GPA. They must also display competency in oral and written communication and mathematics through the successful completion with a grade of “B” or better in the appropriate freshman English sequence and mathematics course beyond the developmental level (see course catalog for further information). Students working with the Division of Professional Education or The Academic Support Center to strengthen their math skills may be considered under advisement. Students admitted provisionally must achieve a 2.75 in the following semester so that they can move from provisional to a full acceptance.

All teacher candidates must give evidence of the physical, emotional and dispositional abilities required of teachers that include (but are not limited to) the following:

  • Ability to communicate effectively in verbal and written form.
  • Emotional stability to function in stressful situations and to accept personal responsibility and accountability for his/her actions.
  • Demonstration of initiative and the ability to complete assignments independently.
  • Responsiveness to constructive feedback/supervision\as evident in behavioral changes that manifest elements of the feedback.
  • Positive rapport with peers and faculty.
  • Evidence of high ethical and professional standards, as exhibited in honesty with, and respect for others


Candidates are required to submit an Admission Essay during the ED 205 course that will be used to assess their writing skills. This allows the Division of Professional Education to become acquainted with candidates in ways other than through coursework, grades, and test scores. 


Program Continuous Requirements:

To be retained after formal admission to the program, teacher candidates are required to:

  • earn a B average or better in education classes. To maintain this average, teacher candidates may typically only carry one C in their education coursework. Any C- or below earned in any education course requires that the class be taken again. Typically, a candidate is not allowed to repeat more than two different education classes.
  • give evidence of continuing growth in the knowledge, skills and dispositions required;
  • maintain the 2.75 GPA and other qualifications required for the program;
  • maintain work in TK 20
  • comply with College-wide Academic Policies and Procedures


Education Unit Outcomes:

The teacher education division of Notre Dame College believes that teacher candidates must possess deep and rich content and pedagogical knowledge in order to successfully create, present and evaluate meaningful learning experiences for students PreK-12. The teacher candidates must possess the skills and dispositions necessary to engage PreK-12 students of diverse backgrounds and various learning needs in challenging yet attainable learning goals. This kind of professional work can only be successfully accomplished with the help of the PreK-12 parents/caregivers and the collaboration of all members of the school community. Through its undergraduate licensure programs, the Notre Dame College teacher candidates follow a program of studies that develops their ability to meet the expectations of the Ohio Standards for the Teaching Profession. The teacher candidates will:

  • Give evidence of understanding student learning and development and the ability to create learning experiences that correspond to PreK-12 students’ cultural, linguistic, and developmental differences.
  • Give evidence of depth and breadth in their content knowledge and the content specific instructional strategies to effectively facilitate learning PreK-12.
  • Plan and deliver effective instruction that advances the learning of each student.
  • Understand, create, use, and evaluate varied formal and informal assessments to inform instruction and ensure student learning.
  • Create physically and emotionally safe learning environments that promote high levels of achievement for all students.
  • Effectively, collaborate and communicate with students, parents, other educators and administrators to support and further student learning.
  • Give evidence of assuming responsibility for ongoing professional dispositions, behaviors, and ethics that are marks of profession conduct.
  • Create reflection papers that indicate the ability to articulate their teaching/presentation strengths and weaknesses following a teaching segment.



Student Teaching:


Teacher candidates may only register for the 15 week student teaching experience in the fall or spring semesters. All teacher candidates must have a completed criminal record and background check prior to beginning student teaching. Teacher candidates must assume all costs associated with the background checks/fingerprinting. The results of the criminal background check may impact the candidate’s ability to complete the clinical component of the program.

Teacher candidates must have completed all required coursework prior to student teaching.

The 15 week student teaching experience is considered a full time 40 hour-a-week position. Student teachers must attend the required seminar and successfully complete a performance assessment of 3 to 5 professional tasks designed measure their effectiveness in the classroom.

Students who are seeking a bachelor’s degree will take twelve (12) credits of student teaching. Students who participate in the May graduation and who plan to complete student teaching the following fall will take twelve (12) credits of student teaching. The degree earned and the diploma will be presented upon the successful completion of student teaching. If the student teacher independently and voluntarily chooses to terminate the student teaching placement and removes himself/herself from the student teaching classroom, the candidate will not receive an additional placement during the same semester or any subsequent semesters through Notre Dame College. If a student teacher is removed from a placement due to the request of the cooperating teacher or the school, the Division of Professional Education in consultation with the Office of Academic Affairs will determine whether an additional placement is warranted.


Test Preparation Workshop for Foundations of Reading 090 for ECE, MCE and MMIS Initial Licensure

Attention Teachers and Preservice Teachers – If you are seeking initial licensure in Early Childhood Education, Middle Childhood Education or Mild Moderate Intervention Special, register today for ED090- Navigating the Foundations of Reading (090) Test.

This 2 hour, online session is an intensive review of literacy content and pedagogy. The course will specifically target topics and concepts that appear on the new Foundations of Reading (090) Test for ECE, MCE, and MMIS initial licensure.

Sign up today to learn what will be covered on the test; review major theories, strategies and assessment tools; and participate in a practice assessment.


  1. Visit

  2. Click on the blue button in middle of page that says “Click Here to Register”.

  3. Once you are on the catalog page, click on PREP COURSE catalog.

  4. Click on course number, choose your date and register today!



July 19
9:00 AM
Thursday July 19, 9:00am
Academic Support Center
E.g., 07/17/18
E.g., 07/17/18