Standard 5.1

The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessments indicate that candidates meet the Commission adopted competency requirements as specified in the program standards.

Please view our narrative responses in black and hyperlinked evidence in gold.

Mills College at Northeastern University takes great pride in preparing candidates to serve as professional school personnel who possess the knowledge and skills necessary to educate and effectively support all students in meeting state-adopted academic standards. Our institution is committed to ensuring that our graduates meet the Commission adopted competency requirements as specified in the program standards.

To achieve this, we have developed a rigorous assessment process that will evaluate candidates' knowledge, skills, and abilities and their development throughout their credentialing program. This process will include a variety of assessments, such as coursework evaluations, performance-based tasks, and fieldwork experiences, which are designed to measure candidates' proficiency in meeting the program standards and state-adopted academic standards. Our institution will continually analyze the data gathered from these assessments to identify programmatic areas where candidates excel, as well as those that may require additional focus or support. This data-driven approach will enable us to refine program structures and procedures, curriculum, instructional strategies, and support services to ensure that our candidates are well-prepared to meet the diverse needs of all students.

In addition to the internal assessment and evaluation processes Mills College at Northeastern University will closely align its programs with the Commission adopted competency requirements. Our curriculum, field experiences, and professional development opportunities are designed to cover the full range of competencies outlined in the program standards, equipping our candidates with the skills and knowledge necessary to excel in their roles as professional school personnel. We are confident in our candidates' abilities to demonstrate the required knowledge and skills by gathering individual and programmatic results from practicum observations, field assessments, key assignments described in course syllabi, and feedback from administrators and constituencies represented in Credential Program Advisory Committees.

The assessment process of individual candidates’ development of practical skills (i.e., TPEs & CAPEs as well as program standards) is ongoing and informed by both field and academic assessments. Site Supervisors and Program Supervisors are responsible for collaborating with Cooperating Teachers and other Field Supervisors to gather and record assessment data in the form of Field Observation Form information as well as informal communications regarding the development of individual candidates.

Summative formative assessments are carried out at the end of each term. In these, candidates, Cooperating Teachers/Field Supervisors, and Program Supervisors each complete Field Assessment Forms (see below). Scores and comments from these forms are recorded in a secure, centralized database accessible to each Program Chair. The Field Coordinator (for teacher education) and Program Supervisors (for ECSE and ASC) are responsible for bringing to each Program Director’s attention candidates who may be lagging in their development of practical skills and performance. The Field Assessment Form emerging from the final triad evaluation meeting will also include Individual Learning Plans to inform each candidate’s induction process after they obtain their preliminary credentials.

Mills College at Northeastern University School of Education, Field Assessment Forms:

Mills College at Northeastern University School of Education, Candidate Fieldwork Observation Forms:

Candidates’ performance in each of the courses is monitored by respective instructors, who report to corresponding Program Chairs during and at the end of each term, as grades. Instructors for program courses (see below) communicate with Program Chairs at least twice each term. Special attention is given to candidates who, for various reasons, might be behind in meeting academic requirements.

Mills College at Northeastern University School of Education, Course Syllabi & Descriptions:

Early Childhood Education Program (ECSE)
Educational Leadership Program (ASC)
Teacher Preparation (ELJJ) Program (Single Subject)
Teacher Preparation (ELJJ) Program (Multiple Subject)

Summative assessments of each candidate’s practicum and academic development are but one of a list of requirements that each Program Chair verifies as a necessary first step that triggers the credential recommendation process. Each candidate’s readiness to assume professional responsibilities associated with their respective credentials are verified in Credential Recommendation Checklists as follows:

Mills College at Northeastern University School of Education, Credential Recommendation Checklists:

Standard 5.1: Program Impact | Supporting Evidence Links

Please note the hyperlinks below are woven within the narrative above in gold:

Standard 5.1

Standard 5.1: Program Impact | Supporting Evidence Links

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