Standard 2
Candidate Recruitment and Support
Candidates are recruited and supported in all educator preparation programs to ensure their success.
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1. The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.
Admission to graduate study in education includes multiple measures to determine potential academic and professional success. Applicants are interviewed, usually in teams, unless such an interview is impossible because of time constraints or distance.
In the admissions material sent to the applicant the expectation is made clear that previous experience must be relevant to the program for which the candidate is applying. Each credential program requires the applicant show experience in fields that are related to their interest and the field of education writ large, such as: community involvement, work with parents and parent groups, teaching in early childhood settings, elementary or secondary schools, curriculum development and evaluation, working in the capacity of a teacher or leader, with faculty, other colleagues or community groups. Further, the record of experience must reflect clearly recognizable activities and management capabilities that can be built upon for future growth.
Once a candidate enrolls in a program, they are assigned a faculty advisor who guides them through the registration process as well as their course work. Advisors serve other important roles by mentoring students, taking a careful interest in students and their growth, and regularly meeting with students.
Student academic advising is the primary responsibility of the faculty and program directors. The assessment of professional progress is also the responsibility of the faculty and program directors will ensure that the appropriate professionals in the field and at the college are involved in the assessment process. Counseling with respect to assessment begins with program directors, but may be directed to other appropriate persons in the School or in other offices on the Mills campus.
Professional advisement and career counseling occur in several ways. The Mills field supervisors and on-site field supervisors are experienced and are available as resources to assist in professional and career counseling. There are several offices on campus that offer additional support to candidates. Tutorial support is available on campus for candidates who are having academic difficulty, including passing standardized examinations. Services for Students with Disabilities provides a wide variety of services, including testing 45 and counseling. The Writing Center assists students with writing skills, writing research and professional writing. The Housing Management and Dining Services on campus works with graduate students to assist them in finding housing, when needed. There is an active graduate student organization which represents graduate students’ concerns. Computer Learning Services assists students in learning how to use computers, electronic mail and navigating the Internet. Special orientation and training are provided by the library staff for the specific needs of graduate students in education.
The College has systematized consistent supports for students. For example, there is an early academic warning system that allows advisors and professors to notify a student that they are at risk of not meeting academic requirements. Graduate students are issued a warning letter if their cumulative GPA is at least 3.0 (2.75 in their first semester) but term GPA is below 3.0 (2.75 in their first semester) and show normal progress toward the degree. When an academic warning is issued, the student's advisor is immediately notified and a meeting with the student is arranged. The advisor may connect the student to the Student Access and Support Services if accommodation or modification is necessary to support student's academic work. This intervention has been successful in helping students put plans in place to help them succeed.
2. The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.
Multiple criteria are utilized in selecting and admitting candidates to the credential programs. GPA; testimony of ability to do graduate work; passing all necessary examinations and faculty review of the candidate’s writing skill in the Statement of Purpose are measures used to assess the candidate’s suitability for admission to programs.
The School of Education makes every effort to encourage the application of qualified minority students and students who may be under-represented in our student body at Mills and in teaching and administrative positions in the Oakland. This is done through active follow-up of interested students who attend our Open House events and professional networks of our students in the field. When we make admission decisions, we aim to have a program that is balanced and representative of the general population in terms of race, ethnicity, gender, and language, and includes individuals with “disabling conditions.”
Experiences and potential aptitude of applicants will be assessed to determine the quality and relevance of those experiences from the perspectives of the schools. It is important to know in advance if the applicant for the credential program understands and relates well to children and youth and can communicate, cooperate and collaborate with all types of parents and community members, as well as establish rapport with administrators, teachers, and other school personnel.
As previously stated, interviews are essential. If the applicant cannot come to the campus for an interview because of exceptional circumstances or distance, faculty conduct telephone interviews. Usually, more than one faculty member sits in on an applicant interview.
Multiple Assessments of Prior Experience & Personal Qualifications:
- Careful review of the candidate’s application.
- Assessment of letters of recommendation, applications, telephone interviews of supervisors, colleagues, parents and students.
- Candidate interview by at least 2 faculty members.
- Telephone interviews of candidate’s supervisor and selected colleagues.
- Evidence from sources that confirm the candidate has demonstrated sensitivity and is capable of dealing with the needs of students, teachers and other school personnel.
- Evidence of the candidate’s sensitivity to disabilities, cultural ethnic and socioeconomic diversity.
- Suitability for the program demonstrated by community involvement, collegial relationships and professional activities.
- Testimony of the candidate’s ethical and moral standards of behavior in letters of recommendation, interview and history of accomplishments.
- Clear evidence that the candidate meets all credentialing requirements for admission.
Student academic advising is centrally located in the School of Education and is the primary responsibility of the faculty and program directors. The assessment of professional progress is also the responsibility of the faculty and program directors will ensure that the appropriate professionals in the field and at the college are involved in the assessment process. Counseling with respect to assessment begins with program directors, but may be directed to other appropriate persons in the School or in other offices on the Mills campus.
All graduate students at Mills are equally eligible to access the services Mills offers. During the second semester of the credentialing programs various presentations and meetings are organized to inform candidates about procedures they should follow in applying for positions, to offer suggestions for successful interviewing, and to share other ideas about career opportunities and job search approaches. Candidates are guided in their efforts to write cover letters, resumes, and to collect recommendations. Professional advisement and career counseling will occur in several ways. Professor Diane Ketelle, who has extensive and varied experience, has a wide network of contacts in the school systems through California and nationally and she alerts candidates to career opportunities. The Mills field supervisors and on-site field supervisors, as indicated previously, also are experienced and will be available as resources to assist in professional and career counseling. The Career Center at the College has trained professionals to provide some career counseling to expand the candidates’ vision of related opportunities available. The center has many other resources such as job data bases, directories of organizations, skills tests, workshops for resume writing, interviewing, and job searches. Students study at Mills in an atmosphere of collegiality, support, and professional commitment. Candidates receive a great deal of personal attention, guidance, and support from program directors and faculty, their college advisor, and other faculty and staff in the School of Education. There are several offices on campus that will offer additional support to candidates. Tutorial support is available on campus for candidates who are having academic difficulty, including passing standardized examinations. Services for Students with Disabilities provides a wide variety of services, including testing 45 and counseling. The Writing Center assists students with writing skills, writing research and professional writing. The Housing Management and Dining Services on campus works with graduate students to assist them in finding housing, when needed.
3. Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.
Please find the information on program personnel below.
4. Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.
The College has systematized some supports for students. For example, there is an early academic warning system that allows advisors and professors to notify a student that they are at risk of not meeting academic requirements. This intervention has been successful in helping students make appointments with their advisors and professors to put plans in place to help them succeed.
Candidates’ progress is reviewed at regularly scheduled checkpoints at the end of each semester in each program. Problems that are apparent or emerging are pointed out; plans for necessary improvements are documented; and follow-up on any difficulties and concerns that are revealed during the candidate review of progress are scheduled within a reasonable time. Candidates are given every opportunity to recover from initial difficulty, to take time to master the necessary skills and information, and to have multiple opportunities to demonstrate improvement in performance until they succeed if they are showing signs of progress. Candidates will not be dropped from a program, or adversely affected, without ample warning and opportunity for participation in decisions. Each prospective student and current candidate receives a program handbook and a Mills College Graduate Student Catalog. Additionally, prospective students and candidates can access this information on the Mills College website (www.mills.edu).
Course assignments are assessed to determine proficiency in state standards. When a professor determines that a student is struggling to meet standards, the first approach is the college-wide academic warning system. This system allows a professor to notify a student early that the student should meet with the professor and academic advisor in order to create a plan for success. The academic remediation plans are created in order to guide students to success. Such plans detail where a student requires academic improvement and clearly defines academic expectations for success. Academic remediation plans are signed by the program director, the academic advisor, the student, and the dean.
Retaining admitted candidates is high priority for the Mills College credential programs. At the same time, retention is not the primary goal – development of excellent visionary and capable educational leaders and administrators is our purpose. If a candidate, despite every effort to nurture, assist, and teach fails to attain the skills, attitudes, knowledge, and behaviors essential for successful professional life, that candidate must be advised out the program. This is a matter of moral and ethical professional principle.
In some cases, when progress isn't made in alignment with the academic remediation plan goals, students may decide to complete an alternate program at Mills. Providing these kinds of options to students has allowed students to find success through completing an alternate degree.
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