College of Education

Return to: Colleges and Departments

Dean: Dr. Lavada Taylor

Vision and Mission

We envision the College of Education (the College) as a global leader that informs and transforms urban education through the development and delivery of practice-based programs for education professionals who (a) demonstrate best practices in teaching and learning, (b) reveal knowledge through research and scholarship, and (c) provide service through outreach efforts.

The College’s mission is to provide quality programs aligned with the principles of social justice and equitable practices supported by wrap-around services that address the needs of students. Scholarly research, advocacy, partnerships, and innovation highlight the college’s approach to teaching and learning.

Further, the College is committed to fostering effective practices in settings with significantly diverse populations. The College pursues its vision and accomplishes its mission through activities that meet the following goals:

• Sustain a caring, cohesive, and supportive College team that fosters collaborative relationships throughout the College, university, and community.
• Recruit, retain, and prepare education professionals who are recognized for their effectiveness of teaching, quality of research, depth of scholarship, concrete understanding of pedagogy, unremitting service, productive leadership, and exemplary community outreach activities.
• Model best practices in teaching that are informed by research, integrated with technology, and validated by the learners’ quest for knowledge across the life span.
• Prepare candidates to engage and utilize systemic and systematic assessments that ensure accountability, enhance efficient utilization of resources, fulfill expectations of stakeholders, and address the demands of the contemporary job market.
• Provide comprehensive and coherent standards-aligned programs that develop content knowledge.
• Develop and sustain collaborative outreach relationships with schools, libraries, nonprofit and commercial organizations, and other institutions that meet the needs of schools, communities, and workplace settings.
• Foster commitments to diversity, social justice, and service to linguistically and culturally diverse learners. Promote democratic leadership.

Beliefs and Values

We believe that all candidates can support student learning. To ensure success, faculty and staff in the College of Education are committed to planting and cultivating the following values among candidates:

• Commitment to Excellence - We expect our candidates to demonstrate best practices in education by continuously pursuing professional preparation centering on content area knowledge; implementing local, state, and national standards; and employing assessment strategies designed to ensure quality and accountability.
• Promotion of Well Being-We expect our candidates to provide a positive, nurturing environment where collaboration is grounded in sensitivity to individual dignity and to the concept that all students should be afforded equal access to quality education.
• Global Preparedness-We expect our candidates to display a commitment to professional preparation that is informed by standards and exemplified through the preparation of learners for a technology-ready, global environment.
• Reliability and Integrity-We expect our candidates to be dependable, to accept responsibility, and to consistently adhere to ethical standards in all settings.
• Civility-We expect our candidates to show respect for others (tone of voice, body language, personal etiquette, empathy, etc.) and an understanding of and sensitivity to cultural differences.
• Lifelong Learning and Scholarship-We expect our candidates to engage in the pursuit of learning as a lifelong process with branches that reach across many academic disciplines to enhance human growth and to promote intellectual and cultural development.

Conceptual Framework

The conceptual framework embraces the College of Education’s mission, philosophy, model, and purposes for preparing education personnel and the knowledge bases undergirding them. The initial and advanced programs for teachers, administrators, and specialists are designed to reflect these concepts for preparing education personnel.

Our conceptual framework reflects a shared vision, set forth coherently, with attention to candidates’ professional commitments and dispositions. It communicates our commitment to diversity and technology and our belief that our candidate proficiencies are aligned with professional and state standards. The conceptual framework applies to both the College’s graduate and undergraduate programs and their candidates. It serves as the model for how the College of Education prepares all candidates to support student learning. This preparation is characterized and distinguished by five core themes: (P) Professionalism, (A) Assessment, (C) Content knowledge, (T) Technology, and (S) Standards. It serves as the model for how the College of Education prepares all candidates to support student learning.

Accreditation and Assessment

College of Education licensure programs are accredited and approved by the Illinois State Board of Education (ISBE).

All College of Education programs and undergraduate College of Arts and Sciences Secondary Education Options programs participate in an annual assessment cycle to measure indicators on the following five (5) key assessment instruments: Content Licensure Exam, Differentiated Planning for Learners (unit/lesson plan), edTPA, Student Teaching Observation Tool (STOT), and the Niagara Disposition Assessment (NDA).

edTPA

As of Sept. 1, 2015, all teacher candidates for licensure must pass the edTPA assessment in order to complete their teacher preparation programs and apply for licensure. Students failing to pass this assessment will not be eligible for licensure or licensure degree completion.

Accountability Policy

All candidates must perform at or above the acceptable level on all indicators for each key assessment in order to be eligible to complete the program. Programs are committed to providing an opportunity for candidates to address areas of concern that are identified at checkpoints that occur at specific intervals in the program (such as the midpoint or exit point). Candidates who have unresolved issues at any checkpoint will not be permitted to move to the next stage of the program.

All teacher preparation programs have received Illinois State Board of Education (ISBE) approval for teacher licensure. Students earning the Master of Arts, Master of Arts in Teaching, or Master of Science in Education in one of the initial or advanced licensure programs qualify for state of Illinois teacher educator license by entitlement.

Office of Clinical Partnerships and Community Outreach (CPCO)

The Office of Clinical Partnerships and Community Outreach is located in ED 318 and falls under the umbrella of the Office of Recruitment, Progression, and Support. This office’s primary mission is to provide diverse, high-quality clinical experiences for COE candidates within our EPP. To this end, the office is responsible for placing and monitoring teacher candidates’ pre-clinical, clinical, and final practicum experiences in communities diverse in ability, race, social class, ethnicity, and language, with highly qualified lead teachers. A record of each teacher candidate’s clinical experience is maintained by this office as required by the Illinois State Board of Education. clinical experiences,

Additional information is located on the College website at: https://www.csu.edu/collegeofeducation/field_experience.htm . You can also call 773/995-2570 or visit us at ED 318.

Office of Licensure and Accreditation (OLA)

Under the direction of the College of Education, the Office of Licensure and Accreditation is responsible for recommending students who have completed an entitlement program for all educator licenses and for additional endorsements at the time of licensure. No one may be recommended for licensure to teach or supervise in the public schools of Illinois if they are not legally eligible for employment and have not completed all requirements of the approved licensure program, including state licensure tests and compliance with the College of Education’s criminal background check policy and related state and federal statutes.

Through OLA, all candidates who complete all requirements of a licensure program will receive a recommendation for licensure once final grades and/or degrees are posted, in compliance with Title IV of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, creed, national origin, sex, handicap, or lack of access to programs.

Early and continual consultation and careful planning are essential for students seeking to satisfy educator licensure requirements. Additional information is available by calling (773) 995-2492. https://www.csu.edu/collegeofeducation/licensure.htm

College of Education Policies

All College of Education policies can be found on the College of Education policy webpage at http://www.csu.edu/collegeofeducation/

Graduate University Admissions

All students in advanced programs need to be admitted into the University through the Graduate School. Information related to the application for admission is located at http://www.csu.edu/GraduateAdmissions/

Students who hold bachelor’s degrees and who wish to apply for master’s plus initial teacher licensure programs should apply for admission at http://www.csu.edu/GraduateAdmissions/

Enrollment in an initial teacher preparation program also requires admission to the College of Education as a prerequisite to all teaching methodology courses, student teaching, and other professional education courses in the course listings. Admission to the College of Education is based on academic record, good character, and recommendations. Application forms are available through the Office of Licensure Services. Students may be eligible to receive credit through a Prior Learning Assessment Process. Please see your advisor for details regarding Prior Learning Assessment.

Application for Admission to the College of Education are due at the following intervals.

Admission Criteria

At the end of their first semester, graduate students must submit the following documents to the Licensure Office (Admission to COE is automatically granted with admission to the Graduate School):

• Personal Reference Form
• Cleared Background check - BIOMETRICS (CPS Process-CPS website) Article 21 Disclosure
• School Safety Module completion document
• Respond to request to open ISBE educator account

Licensed Teachers Seeking Subsequent Endorsements

Licensed teachers may qualify for a waiver of admission to the College if they provide a current State of Professional Educator License to the Office of Licensure Services. If the teacher registers for a course that has a field experience requirement, they may submit proof of employment in a school setting as evidence to satisfy the background check requirement.

Licensed teachers must present a current license to the Office of Licensure Services before enrolling in licensure courses for the first time. The following certificates/licenses do not qualify for this exemption: substitute, transitional bilingual, provisional vocational, administrative, and school service personnel. Please contact the Licensure Services Office at 773/995-2519 or visit ED 203 for assistance.

Student Teaching Admissions

Admission Criteria

The teacher education program at Chicago State University has established critical guidelines for student teaching to ensure program integrity and to provide quality educational experiences. All students completing an initial teacher preparation program are required to student teach five full days per week for 16 weeks.

To be eligible for student teaching, the student must have

• been admitted into a COE Department of Advance Studies in Education (DASE) licensure program. 
• application form signed by an advisor attained a minimum cumulative GPA of 3.0
• completed all course and departmental prerequisite requirements, including the program-specified number of preclinical field experience hours, a preclinical field practicum and/or internship, and the successful completions of an oral interview examination.
• signed mandated reporter document
• content exams must have been passed 
• a current tuberculosis test (PPD).
• a cleared background check, including fingerprint analysis (and drug testing, as appropriate). a signed copy of Article 21 of the Illinois School Code.
• zero unresolved violations of the Niagara Disposition Assessment (NDA) and the Dean’s Expectations on Dispositions on file. Students planning to student teach in the Fall must apply to student teach during the previous semester by the last day of February and attend the March Student Teaching meeting during the second week of March. 
• Students planning to student teach in the Spring must apply to student teach during the previous semester by the 15th day of September and attend the October Student Teaching meeting during the second week of October.

Student Teaching Option for Full-time Substitutes

Full-time substitute teachers enrolled in a master’s degree or non-degree initial licensure program may qualify for a student teaching option in their own classroom without relinquishing their position or salary if they meet the following criteria:

• Minimum grade point average of 3.0 in each of the following areas: all course work required in the program, the area of specialization or concentration, and professional education.
• Minimum of six semesters of full-time teaching experience with total responsibility for an assigned classroom. Classroom assignment matching the area of licensure the semester before student teaching.
• Three positive evaluations of classroom teaching performance from current school principal and one from the university supervisor.
• Request from school’s principal for student teaching placement in current classroom and identification of a cooperating teacher.
• Recommendations from two teaching colleagues in the school.
• Professional development outside of coursework in the form of in-services, workshops, conferences, and/or membership in professional organizations.
• Portfolio of sample curriculum materials, lesson plans, and an analysis and reflection to demonstrate a meaningful impact on student learning or the learning environment.
• Completion of 50 secondary and 50 elementary field experience hours (by students in K-12 programs only).
• Minimum of 100 field experience hours in public schools if student teaching assignment is in a private school.

For additional information concerning student teaching or the student teaching option for full- time substitutes, contact the Office of Clinical Partnership and Community Outreach (CPCO), in ED 318 or call 773/995-2570.

CSU Niagara Disposition Assessment (NDA) and Dean’s Expectations:

Dispositions Policy

The College of Education is committed to ensuring that all candidates successfully complete their program with the knowledge, skills, and dispositions necessary to be highly proficient education practitioners. This includes adherence to the Dean’s Expectations on Dispositions which are reflected through the Niagara Disposition Assessment (NDA). The NDA is formally assessed at least four (4) times during the Education Preparation Program (EPP) based on the following themes: Professional Commitment and Responsibility, Professional Relationships, and Critical Thinking and Reflective Practice.

THEME I:  Professional Commitment and Responsibility:  The candidate demonstrates a commitment to the profession and adheres to the legal and ethical standards set forth by it. The student:

____1. Maintains appropriate confidentiality

____2. Demonstrates compliance with laws/regulations/policies/standards

____3. Maintains professional appearance

____4. Is prepared for class or appointments

____5. Is punctual for class or appointments

____6. Demonstrates honesty/academic integrity

THEME II:  Professional Relationships:  The candidate develops, maintains, and models appropriate relationships within the workplace, community, and larger society. The student:

____7. Demonstrates high expectations for others

____8. Demonstrates respect for the beliefs of others

____9. Demonstrates and/or promotes effective collaboration skills (e.g., with colleagues, instructors, students)

____10. Demonstrates respect for cultural differences

____11. Demonstrates patience with and/or compassion for those experiencing difficulty in the learning process

____12. Demonstrates flexibility during the learning process

THEME III:  Critical Thinking and Reflective Practice:  The candidate demonstrates a commitment to continuous development within the profession.  The student:

____13. Demonstrates critical thinking in written or verbal form

____14. Addresses issues of concern professionally (with instructors/colleagues/students)

____15. Responds positively to constructive criticism

____16. Takes responsibility for his or her learning by actively seeking out new information

____17. Demonstrates personal progress through professional development to improve content and pedagogical knowledge

____18.  Demonstrates reflective practice in written or verbal form.

If a candidate has three or more dispositions designated as Somewhat Disagree or one or more dispositons are evaluated as Disagree the candidate sh/he may be at risk of not progressing through the EPP. Specifically, the candidate will be referred to the Student Affairs Committee by the Director of Clinical Partnerships and Community Outreach (CPCO) and asked to develop a Dispositions Empowerment Plan (DEP) which must be approved by the Student Affairs Committee. 

A candidate who has not made satisfactory progress toward meeting the disposition outcomes (outlined in the DEP) will be required to meet and review the circumstances with the CPCO Director.  Based upon this review, a recommendation to the Assistant Dean of the College of Education will be made to allow or not allow the candidate to move forward in the program.  The candidate may file an appeal with the Dean of the College of Education if admission or continued progress is not permitted. The Dean’s decision is final.

All candidates are provided a list of Niagara Disposition Assessments during their initial enrollment interview with his/her academic advisor.

Policies Regarding Background Checks

Students registered for courses tied to field experiences that require being placed in a school or in direct contact with a minor (birth to age 21), must undergo a background check and be found to be “clear” with no hit record. The Criminal Background Check (CBC) process will access the State of Illinois, FBI Criminal History Record Information (CHRI), Illinois Sex Offender Registry, Illinois Child Murderer, and National Sex Offender Public Website databases. The College reserves the right to enforce compliance mechanisms (such as drug testing) as required by local, state, or federal agencies or entities as set forth by current laws or policies:

Background Check Accurate Biometrics is the contracted vendor for State of Illinois and FBI fingerprint-based background checks.

1. Download and print the CPS Field Experience Background Check Form.
2. The charge for fingerprinting is $53.00 and can be paid by company check, money order, cashier’s check, or MasterCard/Visa. No cash or personal checks are accepted. (This is a discounted rate that has been negotiated for CPS student candidates and differs from the rate listed on the Accurate Biometrics website).
3. You will be required to present a valid state-issued photo ID.
4. Bring all materials to any Accurate Biometrics location. Fingerprints are sent directly to the CPS Background Check Team to be reviewed.

PLEASE NOTE: Save your Accurate Biometrics receipt with your Transaction Control Number. Ten days after you register, you will receive an email asking you to upload your Accurate Biometrics receipt. Be sure to complete this step-in order to ensure your background check is processed in a timely manner.

College of Education Policies

All College of Education policies can be found on the College of Education policy webpage at: https://www.csu.edu/collegeofeducation/

College Level Student Grievance Policy and Procedures

A grievance may arise out of a decision or action reached or taken in the course of official duty by a member of the faculty, staff, or administration of Chicago State University. The purpose of the grievance procedures is to provide a process for an impartial review and to ensure that the rights of all involved parties are properly recognized and protected.

Definition Of “Grievable Action”

A grievable action is defined as capricious, arbitrary, unreasonable, false, malicious, or professionally inappropriate sanction, evaluations, or behavior.

In the case of alleged sexual harassment or discrimination, students should bypass the College of Education grievance process and consult the Chicago State University Department of Legal Affairs for guidance on filing a grievance. Grievances based on physical or mental ability should be initiated in the Office of Abilities Services.

Timeliness Of Grievance

Students who question the action or decision of a faculty, administrator, or staff member (grade dispute, unprofessional behavior, etc.) must make a good-faith effort to resolve the issue within sixty (60) academic calendar days from the time the student became aware of or could reasonably be expected to have known of the action being grieved. Academic calendar days consist of days which the University is open (excluding weekends and designated University holidays). Issues initiated after this time will not be considered.

The only allowed exception to this timeline is during the summer semester. If (a) a portion of the sixty-day period of filing falls within the summer semester AND (b) the faculty or staff member is on hiatus during the summer semester and not in an official working status during the summer semester, the period from the last day of the Spring semester until the day before the first day of the Fall semester is excluded from the time period.

Written Communication Within The Grievance Process

Students must complete a grievance form to begin the grievance process. Documents can be obtained within academic departments or the Dean’s Office. All parties are responsible for providing a functional U.S. mail address, email address or telephone number to receive notifications within the grievance process. Once contact information for correspondence is submitted, it becomes the responsibility of all parties to check that source for correspondences regarding the grievance process. Failure to check for correspondence or failure to notify the department of a change in contact information will not preclude the process of notification and the adherence to timelines. All parties are responsible for retaining copies of all written correspondences within the grievance process.

Departmental Grievance Levels

A grievance can be heard at both the department and college levels. Before a case can be heard by the College Grievance Committee, it must proceed through three prior levels of deliberation. These levels include the following:

Level One: Conference between student and instructor/staff, when practical and if applicable.
Level Two: Conference between student and department chairperson; and
Level Three: Hearing before the Department Grievance Committee.

If circumstances prohibit individuals from beginning the grievance process at level one, a grievant is to begin his/her grievance at the next appropriate level. Examples of this include but are not limited to faculty unavailability due to retirement or other non-affiliation actions or if the respondent is a chairperson. It is the student’s responsibility to make an appointment with the faculty or staff member involved to try to resolve the issue.

Once this procedure of due process has begun, the grievant must follow the steps within the departmental grievance procedure. Once the grievance process has begun, the grievant has the responsibility to keep all scheduled appointments and sessions within this process. As the grievant has the opportunity to agree on scheduled appointment dates within the grievance process, missed appointments (outside of verifiable emergencies) at any level within the grievance process will result in a grievance being withdrawn from the process and the grievant may not re-file the grievance at a later time.

1. Level One: Conference between student and instructor/staff

When a grading evaluation or other dispute occurs, students should attempt to discuss with the faculty or staff how the decision was made. This communication can occur in written format (e-mail or regular mail) but a face-to-face meeting is preferred. As far as possible, the student and the faculty or staff should attempt to resolve the grievance at this level. Many times, questions about grades or other decisions affecting the student can best be resolved through communication at this level. If a resolution is found, the grievance process concludes at this level and no further action is needed. If no satisfaction is obtained, either party may request that the matter be escalated to level two of the grievance process. Further, if the staff or faculty refuses to meet with the student to discuss the issue, the student has the right to request that the matter be escalated to level two of the grievance process.

2. Level Two: Conference between student and department chairperson
   A request for a Level Two Conference with the department chair should be submitted to the department chair in writing within ten (10) academic calendars days after the date of the Level One conference. This request will occur in the form of a completed and signed grievance form. At minimum, a grievance must contain:
   1. Identification of individual against who the grievance is directed.
   2. The date of the alleged violation.
   3. The specifics of how the grievant believes a policy or right was violated.
   4. A brief summary of the evidence supporting the allegations and a brief summary of the argument.
   5. Information about attempts to resolve the grievance with the faculty or staff and information about the results of those attempts.
   6. The proposed resolution to the issue.

Upon receipt of a completed grievance form (obtained from the department), the department chair will send a copy of the grievance to the respondent, requesting a written response. During the grievance process, it is permissible to transmit correspondence related to a grievance by email. However hard copies of all documents must also be sent by U.S. or campus mail or delivered by hand. Upon submission, if it is determined that the grievance form is incomplete, the student will have ten (10) academic calendars days from the date of notice to modify the grievance form. If the form is not completed within this time period, the grievance will be dismissed, and written notice of this action will be provided to the student within ten (10) academic calendars days.

The department chair will meet with the instructor and student for the purpose of clarification as the matter warrants, and in an attempt to arrive at a solution within ten (10) academic calendar days. At the request/discretion of the student or department chair, the person against whom the complaint is made may or may not be present at the initial discussion. If situations warrant, the student may request the presence of a student observer and the department chair may request the presence of another department chair or comparable level administrator observer at the Level Two session. Observers attend this session for observation purposes only. They should not be relatives of the grievant.

3. Level Three: Hearing before the Department Grievance Committee

If the student is not satisfied with the outcome of the meeting with the department chair, the student should notify the department chair (in writing), within ten (10) academic calendar days of receipt of written notification of the outcome of the Level Two conference of the desire to have a departmental hearing on the matter.

A grievance hearing will ordinarily be completed within thirty (30) academic calendars days after the department chair’s receipt of the formal complaint. Should the grievance be brought at a time when this period extends into the summer semester, the hearing committee will attempt to proceed within the set timeline, but if this cannot be accomplished due to summer absences of any involved party, the chair will notify all parties that the process will be held in the beginning of the fall academic semester.

Once an agreed upon date is secured, the department chair shall convene a departmental grievance committee consisting of two faculty members from the department and one student from any program in the college. This committee will function as a standing departmental committee. The department chair shall appoint one of the selected faculty members to function as the hearing committee chair. The selected student must be representative of the same level (or higher) of the program. For example, a graduate student may only serve on the committee within the graduate studies department. One of the selected faculty members should be a content specialist on the presented issue, as applicable.

At this level of the grievance process, legal counsel, or guests (outside of pertinent witnesses) are not allowed at the grievance committee hearing. The ordinary rights of the student and instructor or staff will apply, including the right to notice of the hearing; the decision reached; the right to be present at the hearing; and the right to present and inspect evidence. If either party fails to show to a scheduled hearing, the hearing will still occur, and a decision will be rendered.

Hearings will only be rescheduled in the event of a verified emergency, which is determined by the department chair. Documentation may be requested. The initiating party has the option of requesting (in writing to the department chair) that their grievance be withdrawn from the process and may not re-file the grievance at a later time.

The hearing committee chair is responsible for conducting the hearing, including limiting questioning and testimony to relevant issues. The hearing committee shall make all decisions based on relevant evidence submitted as a part of the hearing. A recording or other official record shall be kept of all proceedings in which evidence is presented. Upon the conclusion of the hearing the hearing committee shall decide whether the evidence presented supports the request contained within the grievance. A two-thirds majority shall be considered a decision of the committee. The hearing committee shall forward a written report of its findings to the department chair, the office of the dean and the college grievance officer. Within ten (10) academic calendar days, following the hearing, the department chair should also forward findings and recommendations to the grievant and respondent.

Appealing Through The College-level Grievance Process

The student may appeal the departmental grievance committee’s decision within ten (10) academic calendar days of notification of the decision by submitting a copy of the committee’s decision, a copy of the original grievance form, all pertinent evidence, and a letter of dissent to the College of Education’s Office of the Dean. College-level hearings will be held within thirty (30) academic calendar days upon the receipt of all required documentation by the College of Education Grievance Officer. If it is determined that all required documentation has not been received, the student will have ten (10) academic calendars days from the date of notice to submit required documents. If documentation is not submitted within this time period, the grievance will be dismissed, and notice of this action will be provided to the student within ten (10) academic calendar days.

At this level of the grievance process, legal counsel, or guests (outside of pertinent witnesses) are not allowed at the grievance committee hearing. The ordinary rights of the grievant will apply, including the right to notice of the hearing; the decision reached; the right to be present at the hearing; and the right to present and inspect evidence. If either party fails to show to a scheduled hearing, the hearing will still occur, and a decision will be rendered. Hearings will only be rescheduled in the event of a verified emergency, which is determined by the College of Education Grievance Officer. Documentation may be requested. The initiating party has the option of requesting (in writing to the College of Education Grievance Officer) that the grievance be withdrawn from the process and may not re-file the grievance at a later time.

Specific procedures for the hearing of each case shall be determined by the members of the committee deliberating that case. The composition of the College Grievance Committee shall be:

1. The College of Education Grievance Officer or an administrative representative designated by the Dean of the College of Education who shall chair the committee and convene the committee meetings.
2. Two faculty members or one faculty member and one administrator not from the department involved. Adjunct faculty members will be eligible to serve on the College Grievance Committee at the discretion of the Dean or his/her designated representative.
3. Two student representatives; one from the department involved and the other from another department or program within the college. The student representatives should not be enrolled in any classes of the grievant.
4. The faculty or staff member against whom the grievance is lodged should not be a member of the grievance committee.
5. The student who is filing the grievant should not be a member of the grievance committee.

The College of Education Grievance Officer or an administrative representative designated by the Dean of the College of Education is responsible for conducting the hearing, including limiting questioning and testimony to relevant issues. The hearing committee shall make all decisions based on relevant evidence submitted as a part of the hearing. A recording or other official record shall be kept of all proceedings in which evidence is presented. Upon the conclusion of the hearing the hearing committee shall decide whether the evidence presented supports the request contained within the grievance. A three-fifths majority shall be considered a decision of the committee.

The College Grievance Committee makes recommendations to the Dean of the College of Education within five (5) academic calendar days after the hearing. A decision will be rendered to all involved parties within fifteen (15) academic calendar days after the hearing. The decision rendered from the Dean of the College of Education is final and is not grievable.

Degree(s)/Licensures(s)

Degrees Awarded through the College of Education:

Master of Arts in Teaching in Secondary Education

Licensures Entitled through the College of Education

Illinois Professional Educator License endorsed for teaching Secondary Education (6-12), PreK-12 Education or K-12 Education

Endorsements can be added to an initial Professional Educator License (PEL) at the time of program completion in consultation with the Office of Teacher Licensure

Return to: Colleges and Departments