Program Statements

Educational Leadership Program Statement

The educational leadership programs in the College of Education are founded on a commitment to developing practitioners in the Vincentian tradition. Graduates of these programs are expected to demonstrate indicators of the professional dispositions in the core areas of professional commitment and responsibility, professional relationships, and critical thinking and reflective practice. Additionally, we expect candidates within these programs to demonstrate the knowledge, skills, and dispositions recognized by the Educational Leadership Constituent Council (ELCC).   The ELCC standards were prepared by members representing the American Association of School Administrators (AASA), Association for Supervision and Curriculum Development (ASCD), National Association of Elementary School Principals (NAESP), and National Association of Secondary School Principals (NASSP).  

Counseling and School Psychology Program Statement

The counselor preparation programs and the school psychology program in the College of Education are founded on a commitment to developing practitioners and leaders in the Vincentian tradition. Graduates of these programs are expected to demonstrate indicators of professional dispositions in the core areas of professional commitment and responsibility, professional relationships, and critical thinking and reflective practice. Additionally, candidates are expected to demonstrate the knowledge, skills, dispositions, and ethical standards as set forth by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) for counseling and those of the National Association of School Psychologists (NASP) for school psychology.  

Teacher Education Program Statement

The teacher preparation programs in the College of Education are founded on a commitment to developing instructional leaders in the Vincentian tradition. Graduates of these programs are expected to demonstrate indicators of professional dispositions in the core areas of professional commitment and responsibility, professional relationships, and critical thinking and reflective practice.

Candidates in programs leading to initial certification are expected to demonstrated competency in each of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards.   Candidates in programs leading to professional certification are expected to demonstrate competency in the National Board for Professional Teaching Standards (NBPTS).   In addition, candidates in all teacher education programs must demonstrate competency in each of the standards associated with the nationally recognized associations aligned with the areas of certification they seek.   These associations include:

Certification AreaNational Association
Birth to Grade 2 National Association for the Education of Young Children (NAEYC)
Grades 1-6 Association for Childhood Education International (ACEI)

Science Grades 5-12 (biology or chemistry)
National Science Teachers Association (NSTA)
Social Studies Grades 5-12 National Council for the Social Studies (NCSS)
English Grades 5-12 National Council of Teachers of English (NCTE)
Foreign Language Grades 5-12 American Council on the Teaching of Foreign Languages (ACTFL)
Mathematics Grades 5-12 National Council for Teachers of Mathematics (NCTM)
TESOL Birth — Grade 12 Teachers of English to Speakers of Other Languages (TESOL)
Special Education Grades 1-6 or 7-12 Council for Exceptional Children (CEC)
Reading Specialist Birth — Grade 6 or Grades 5-12 International Reading Association (IRA)