This website is designed to provide SOE faculty with the essential policies, documents, and resources needed to be successful during their teaching experiences. 

Progress Monitoring

Progress Monitoring

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Five specific outcomes, which are derived from this RSVP framework and are embedded in each of the School of Education teacher preparation programs, are designed to prepare teachers with the requisite skills needed to promote student achievement accordingly:

Research-based and experience-based teaching within a liberal arts tradition enables the educator to act with the integrity that comes from knowing what one is doing and why one is doing it.

(1) Demonstrate a general knowledge base in the liberal arts and in specific content appropriate for teaching. 

(2) Demonstrate effective application of principles derived from the ongoing relationship between research-informed theory and practice.  

Reflection in action and critical self-knowledge enable the educator to articulate a point of view that is guided by informed reason rather than rhetoric, a personally appropriated value position, and attentive self-assessment.

(3) Exemplify the qualities of a reflective practitioner through analysis and assessment of teaching practices and behaviors, redesigning instruction to meet individual needs.  

Teaching is a vocation or “calling” in which the meaning of professionalism gives equal weight to both competence and virtue. 

(4) Act and make decisions guided by a philosophy of teaching and leanings rooted in a moral system that values the development and diversity of each individual.  

Teachers who exhibit visionary leadership and commitment to life-long learning apply exemplary educational practices, which encourage and enable others to act with imagination, risk-taking, intention, and invention. 

(5) Create a safe and interactive environment in which students are both empowered and free to take risks, to think analytically, critically, and creatively, to make informed choices and to act responsibly.

School of Education Handbook

SOE Dispositions

Under this RSVP Conceptual Framework, the School of Education faculty, supervisors and mentor teachers assess teacher candidates throughout their educator preparation program using eight specific dispositions which are deemed essential for educators to possess. These newly adopted (as of fall 2018) eight dispositions are aligned to both the National InTASC education standards and to the Charlotte Danielson framework used by most Maryland public school systems to assess/evaluate the effectiveness of teachers. These dispositions are used/assessed by the teacher candidates and/or faculty et al upon admission to the School of Education, during specific courses of study in their e-Portfolios (e.g., EDU 357 and 509), during specific courses of study in Joule surveys (e.g., EDU 300, EDU 556), and ultimately during their two internship placement evaluations. They are as follows:

Collaboration

This student established rapport with others; maintained positive and productive interactions with others; valued teamwork; demonstrated a commitment to achieving team goals; assumed appropriate roles in the collaborative process; sought to develop and maintain professional classroom relationships.

Responsibility/Initiative

This student demonstrated self-direction in his/her own learning; was highly motivated, reliable, and conscientious; showed maturity of judgment; created opportunities to engage in activities or conversations that extend beyond typical expectations.

Perseverance

This student was able to problem solve through challenges; think critically; remain optimistic when confronting obstacles, and exhibit self-control.

Cultural Responsiveness

This student valued diversity and different perspectives; demonstrated an ethic of care; was aware of and sensitive to cultural differences; was social-justice minded; equitable.

Flexibility/Adaptability

This student was receptive to new ideas; flexible in response to change; adjusted and revised work based on new ideas and feedback.

Reflectivity/Responsiveness to Feedback

This student was open to constructive feedback; solicited input from others; adapted behavior in response to feedback and suggestions; strived to achieve competence and integrity; reflected on and evaluated his/her strengths and areas of improvement; advocated for professional growth; showed a commitment to lifelong learning.

Communication

This student’s oral and written communications are clear, engaging, and professional; used vocabulary and tone appropriately; was sensitive to social cues and reacted to social cues appropriately; exhibited strong interpersonal skills; consistently maintained professional demeanor even in stressful situations.

Professionalism

This student was present, punctual, and prepared with all necessary materials; met deadlines; dressed and maintained an appearance that aligned with what is expected based on the social setting and the role.

School of Education Assessment Protocols

Philosophy of Assessment

The School of Education:

●  Provides relevant educational experiences that are aligned with clear, specific, measurable objectives

●  Values quality instruction and formative feedback as necessary components that lead to student achievement of educational objectives

●  Monitors student progress toward measurable objectives so that assessment is on-going and continuously evaluated in light of emerging insights

●  Delivers organized, systematic assessments to measure student achievement of institutional and degree/program objectives

●  Determines modifications to pedagogy, curriculum, and support services in on-going efforts of improvement

●  Believes that multiple stakeholders bring valuable perspectives to program assessment

●      Assesses regularly and reports findings to internal and external stakeholders and accrediting bodies

*Adapted from:  Nine Principles of Good Practice for Assessing Student Learning, American Association for Higher Education (AAHE)

Grading Scale

The School of Education follows the following grading scales:

Notre Dame of Maryland Graduate School Grading Scale:

A = 95-100   B+ = 90-94   B = 85-89   C+ = 77-84   C = 70-76   F = Below 70

Notre Dame of Maryland Undergraduate School Grading Scale:

A= 100-95  B+ = 94-90   B = 89-84   C+ = 83-79  C = 78-70   D = 69-60   F= below 60

Rubric Protocols

In the past, the SOE utilized a 1-4 rubric structure. Beginning the summer of 2019, both the SOE initial and advanced programs decided to transition to a 0-3 rubric structure. Since the SOE uses so many rubrics, this change requires a large-scale, two year process. 

Performance Level Descriptions

Unacceptable (0)

Developing (1)

Proficient (2)

Exemplary (3)

Any changes to program-based assessments and rubrics must be done with the approval of the program (SPA) coordinator. 

Incompletes

Students in the SOE are expected to complete all course assignments by the end of the semester. A semester officially ends on the date specified in the academic calendar. An Incomplete grade (I) can be granted only for reasons clearly beyond the student's control and under the following circumstances:  

• The request must be made in writing by the student to the course faculty. It is the course faculty’s decision to accept/deny the request; 

• the student’s request must be based on a serious illness or emergency preventing the student from completing the work for the course and 

• the student must have completed at least half the course work satisfactorily when the Incomplete is requested. 

The final determination of the Incomplete grade is the responsibility of the course faculty. The Incomplete grade is calculated as an 'F' and accrues no quality points. The student must submit all the required work to the course faculty so that a grade may be substituted by the mid-point of the following semester. Work not submitted to the course faculty on time will result in the grade being converted to an 'F' at the mid-point of the following semester. Students who never attended the class and did not withdraw will receive a grade of FX (Failure for Non-Participation). The course faculty will submit a Grade Change form to the Dean for signature, which will be subsequently submitted to the Registrar's Office. The School Dean can grant an extension at the request of course faculty. 

If a student is unable to fulfill course requirements due to illness or another documented emergency, they may request a temporary grade of Incomplete (I) from the instructor. It is the student’s responsibility to initiate this request. 

Students are encouraged to communicate with their instructors regarding any challenges impacting their ability to complete coursework and to follow official university procedures for withdrawals and incomplete grade requests.