Initial Program Preconditions

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

Initial Program Precondition 1: Demonstration of Need

To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate the need for the type of program in the service area in which it will operate or a need for educators prepared through the specific program delivery model. Proposals must include data on the number of individuals currently serving on less than full credentials, where available, in the service area of the proposed program, projected need based on a needs analysis, and affirmations from employers with their anticipated hiring need for individuals with the planned credential.  

Initial Program Precondition 1 is met as follows: 


Prior to the merger with Northeastern University, Mills College was a reliable source of credentialed educators for public school districts. Specifically, between 2011 and 2022, over 500 credential recommendations were submitted by the various School of Education credential programs. Districts have contacted faculty and staff expressing interest in credential programs at Mills College at Northeastern University resuming their operation.  

 

Oakland Unified School District (OUSD) is Mills College at Northeastern’s primary school district partner. A majority of intern and student teachers complete their fieldwork at OUSD schools and many program alumni are hired by OUSD. Examining OUSD’s Hiring Season Summary Reports for the past six years confirm a high need for educators for all credential programs proposed. Specifically, OUSD reported 619 preschool-12 teacher openings and 36 administrative vacancies for the 2021-22 academic year. 

 

OUSD also has great needs of credentialed teachers in the proposed programs’ areas as evidenced by emergency credentials in the Teacher Credential Reports. Elementary teachers had the second-highest overall instances of emergency credentials in Oakland Unified School District. During AY 2020-21, 41 educators were teaching on emergency credentials. There were also 28 math positions (math, geometry, algebra, and algebra 2); 18 science positions (science, physiology, biology, health science, chemistry, and earth science); 14 Social Science positions; 14 English positions; three world language positions; and one art positions taught by emergency credentialed teachers. Furthermore, 24% of all emergency-credentialed teachers taught special education during the 2020-21 school year. 

 

Particular to teacher education, most of the districts for whom Mills College at Northeastern University is likely to prepare credentialed teachers report high numbers of teachers teaching out of field, as interns, or ineffective. These data are pertinent to the internship track option in the programs we propose. 

 

More broadly, in Alameda County, where Mills College at Northeastern University is located, where many intern and student teachers complete fieldwork, and where many program alumni teach, reports a high need for educators. According to the CTC, Alameda County is the third highest requestor of Short-Term Staff Permits and Provisional Internship Permits in California, the sixth highest requestor of university intern credentials, and ninth highest requestor of county/district intern credentials. 

 

OUSD Certificate Hiring Season Summary Reports 

 

OUSD Teacher Credentials Reports 

 

FTE of Teachers with Various Levels of Preparation by School District 2020-21 

 

Teacher Supply, 2020-21 A Report to the Legislature 

Initial Program Precondition 2: Collaboration in Program Design and Implementation

To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate evidence of collaboration between institutions of higher education, employers of credentialed educators, and TK-12 practitioners in the design of the program. This evidence must include verification that the partners will share authority and responsibility for the implementation and continuous improvement of the proposed educator preparation program as negotiated in the partnership agreement. 

Initial Program Precondition 2 is met as follows: 


The proposed credential programs to operate under the School of Education at Mills College at Northeastern University have recruited an Advisory Committee that met on December 7, 2022. The twelve Advisory Committee members include the directors for each of the Teacher Education, Early Childhood Special Education, and Administrative Services credential programs, respectively. In addition, members include representatives of practitioners and prospective employers for graduates of each credential program. Finally, Advisory Committee members include leaders from Mills College at Northeastern University and Northeastern University.  

 

During the initial Advisory Committee meeting, members were provided with historical and contextual information, an outline of the accreditation process, their respective responsibilities, as well as answers to their questions. Additional meetings are planned for the Advisory Committee to provide us with counsel, guidance, and feedback in response to programmatic information pertinent to Stage III of the Initial Institutional Approval Process. To facilitate this process, the single Advisory Committee will divide into three groups: Teacher Credentials Advisory Committee, Early Childhood Special Education Advisory Committee, and Administrative Services Advisory Committee. When necessary, we will recruit additional members to ensure that each committee includes representatives from higher education, prospective employers, practitioners, as well as leaders from Mills College at Northeastern University and Northeastern University. Members will be required to sign a Charter agreement that outlines their responsibilities and verifies the length of their commitment. Advisory Members must sign the agreement no later than March 1st, 2023. Below, see a table listing members' information as well as documents related to our Advisory Committee meeting on December 7, 2022:  

 

 

After the credential programs are in operation, each Advisory Committee will meet twice each academic year to review self-assessment and evaluation data compiled by each credential program. Depending on their availability, data will include completion rates, aggregate edTPA and Credential Program Completer Survey scores by program, as well as insights and conclusions faculty and staff gather from current credential candidates. In turn, Advisory Committee members will provide insights and guidance informed by their respective functions.  


 

Toward the end of each semester, we will schedule Advisory Committee meetings for each of the credential programs. Following each meeting, Advisory Committee members will issue recommendations and suggestions intended to improve candidates’ learning experiences and, ultimately, the experience and success of schools and students in them.  

Initial Program Preconditions | Supporting Evidence Links 

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