Standard 2.4

Mills College at Northeastern University is dedicated to ensuring that all candidates enrolled in our credentialing programs receive the guidance and support necessary to meet competency and performance expectations. To achieve this, we have implemented a consistent and data-driven approach to advisement and candidate support efforts, focusing on individual progress toward mastery of required competencies. 

Collaboratively, our credential programs have established a process for monitoring candidates’ progress in meeting competency and performance expectations. This process involves the regular collection and analysis of data, including assessments, evaluations, assignments, and feedback from instructors, mentors, and site administrators. By closely tracking each candidate's development, we can identify areas where additional support or intervention may be required. Furthermore, course assignments are generally designed to correspond with and triangulate candidates’ proficiency and development toward meeting credential standards.  

In cases where candidates are identified as needing additional assistance, Mills College at Northeastern University will align with utilizing an integrated support system to help candidates overcome challenges and meet the program's competency requirements. This system includes personalized learning plans, targeted academic resources, and individualized guidance from mentors, instructors, and site administrators. Our collaborative approach ensures that struggling candidates receive the necessary support to address their unique strengths and needs, and ultimately succeed in their credentialing programs. Additionally, all Cooperating Teachers and Site-Supervisors will be oriented to their role, the student experience, and the ways in which they shall support our Mills College at Northeastern University School of Education credential candidates.  

Northeastern University provides clear policies and processes that outline the steps to be taken in supporting candidates who face difficulties in meeting competency and performance expectations. These policies provide a framework for intervention and support strategies, ensuring that all candidates have an equal opportunity to succeed and reach their full potential. Mills College at Northeastern University is committed to using evidence-based practices to guide advisement and candidate support efforts, focusing on the consistent monitoring of progress in meeting competency and performance expectations. By providing targeted support for candidates who need additional assistance and maintaining clear policies and processes, we strive to prepare highly skilled and competent educators who are well-equipped to excel in their respective fields. 

While retaining admitted candidates is not our primary or single goal, it is a high priority for the Mills College at Northeastern University School of Education credential programs. 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. When a candidate’s progress does not meet remediation plan goals, the candidate will be offered alternative academic options that optimize cumulative academic credits. We recognize the seriousness of this consequential decision, which is why we created a Candidate’s Development Monitoring Process that clearly defines criteria, procedures, and options to follow.