Education

Dr. Emily Sobeck, interim chair
Dr. George Ash,
Dr. Tiffany Boury
Dr. Mark Furda
Dr. Mark Miller
Dr. Megan Reister, director of assessment and accreditation

University’s Mission and Vision

Franciscan University of Steubenville is a coeducational, Catholic institution of higher education that is fully committed to the intellectual development of students within the context of a liberal arts program. The Franciscan University Mission Statement states “the purpose of the University is to further the higher education of men and women through programs of liberal, professional, and pre-professional studies leading to the conferral of the baccalaureate and master degrees in arts and sciences” (Analysis of By Laws: Institutional Report, 2006, p. 7). Franciscan University offers young men and women a solid education in the context of a faith community and is publicly identified as a Catholic and Franciscan University. It is committed to promoting moral, spiritual and religious values in its students. The University By Laws state that it is guided by the example and teaching of St. Francis of Assisi with a commitment to creating a Catholic culture where faith is evident and a deeper conversion to the person of Christ is encouraged.

Franciscan University places primary emphasis on teaching excellence and on the intellectual development of its students. Further, in its Mission Statement, Program Policies: III, C Outreach (pp. 18-19), the University states its commitment to making education available to minorities, those in financial need, and to those in the Steubenville area. Moreover, the University believes its mission extends beyond the matriculated student to the evangelization and spiritual development of youth and adults through its Christian Outreach Office.

Franciscan University is working to realize the magnanimous vision of the document Ex Corde Ecclesiae issued by St. Pope Paul II (1990) meaning “from the heart of the Church” (p. 4) in which the University is “being the dynamic link between Church and culture, Gospel and work”(p.1).

In addition, the University’s Vision Statement is consistent with its mission. This statement reflects the vision that has been entrusted to Franciscan University of Steubenville:

Ever mindful of the spirit of St. Francis of Assisi, Franciscan University of Steubenville takes to heart the divine call directing Francis to “rebuild my Church.” Franciscan University fulfills this mandate by educating and forming men and women of hope to be a transforming presence in the Church and the world. Franciscan offers a dynamic Catholic curriculum integrating faith and reason, in an environment in which students, faculty, and staff seek ongoing personal conversion to the Holy Spirit (University catalog, 2005).

Education Department Mission, Vision, and Conceptual Framework:

Our Mission and Vision within the Education Department compliments that of the University at large and is founded on the principle of servant leadership. Through participation in academic experiences and a shared life, teacher education faculty and candidates cooperate to enact FUS's mission for teacher preparation, which is to prepare men and women to be a transforming presence in educational settings as they seek to nurture and educate minds, hearts, and souls. The following statement articulates the vison that guides our programs: “Christian Educators; learning, Serving, and Leading in 21st Century Schools through the PROFESS framework” (CAEP accredited 2017; ODE accredited). The PROFESS framework examines and reflects the holistic role of the educator as one who provides professional and pedagogical expertise, formational guidance, relational charity, and evangelistic education to students. The PROFESS framework can be read about in greater detail here: Education Department Conceptual Framework.

The Education Department vision of learning, serving, and leading in each of the four domains of the PROFESS framework concurs with Pope Paul VI’s Declaration on Christian Education, Gravissimum Educationis (1965), of how extremely important education is in the life of man and the need for an education in which truth and love are developed together. In the document, the Sacred Ecumenical Council stressed the following principles: (1) The meaning of the universal right to an education, (2) Christian education, (3) The duties and rights of parents, (4) Moral and religious education, (5) The importance of schools (Gravissimum Educationis, p. 1-36). Therefore, the Education Department at Franciscan University of Steubenville strives to develop future Christian educators who have a sound sense of learning, serving, and leading, in today’s world, thus ensuring that all with whom they come in contact learn and are treated with dignity and respect. Franciscan students are expected to be ethical and moral role models with a strong value system so they may, through learning, serving, and leading, contribute to make a better world.

Commitment to Educational Equity

The Education Department, in its commitment to diversity, equity, and inclusion is constantly striving to provide a program that prepares candidates to meet the challenges of the diverse environments to which they will be exposed during their professional lives. In addition to sharing a knowledge base, candidates have extensive opportunities to make application of acquired knowledge and skills in their field and clinical experiences. Candidates, through specific teaching competencies and Christian values, provide for every student and treat their uniqueness and diversity with respect and dignity.

Our candidates are taught to reflect on diversity, equity, and inclusion in numerous capacities –though the lens of the learner, the vantage of content knowledge, the frame of instruction, and the perspective of professional responsibility (CAEP R1.1-R1.4, 2022). Regarding the learner, our candidates promote diversity, equity, and inclusion by conveying a belief that all students can achieve at high levels, by persisting in supporting and scaffolding all learners, and by demonstrating and encouraging respect among learners. Candidates embrace diversity and equity in content knowledge by exhibiting an awareness that content knowledge is culturally situated and therefore can and should be examined and analyzed critically through multiple perspectives. In instructional practice, our candidates demonstrate diversity and equity by adapting instructional resources and assessments to create equitable learning opportunities and deliver culturally responsive instruction that integrates personal, community, and cultural assets, while being attentive to the unique needs of the learners present. A candidate’s embrace of diversity and equity in professional responsibility is shown in numerous ways – through adaptation of practice to meet the needs of each learner, advocating for the needs of all learners, and approaching all situations guided by the light of Christian charity.

Commitment to Technology Integration

The Education Department faculty emphasize that technology is an integral component of all programs. Infused throughout the curriculum, teacher candidates have the opportunity to demonstrate an understanding of the advantages of technology when utilized to transform instruction that is developmentally appropriate and meets the diverse needs of students. Candidates use technology for professional development, inquiry, collaboration, and design and execution of student centered instruction and assessment. Candidates model the moral, ethical, and legal issues involved with the use of technology in order to establish a safe, effective environment.

Program Objectives

Our program objectives reflect our mission and vision of preparing educators to learn, serve, and lead through their professionalism and pedagogical expertise, formational guidance, relational charity, and evangelistic education (see Conceptual framework link above). Part of demonstrating professionalism requires aligning our program objectives to state and national standards (e.g. CAEP, InTASC, and OSTP). The tables below capture our program objectives, and the alignment between our stated objectives and the standards.

Undergraduate Program Objectives	Means of Evidence	Standard Alignment
Candidates demonstrate sufficient content and pedagogical knowledge appropriate to their area of licensure	OAE scores & GPA (direct measure) Pre-Service Teacher and Completer Survey (indirect Measure)	InTASC 1, 2, 3, 4, 5 OSTP 1, 2 CAEP R1, R3.3, R4 PROFESSPedagogical and Professional Domain
Candidates demonstrate ability to successfully plan, instruct, and assess student learning in their area of licensure	ePortfolio, edTPA, and CPAST scores (direct measure) Pre-Service Teacher and Completer Survey (indirect measure)	InTASC 1, 2, 3, 6, 7, 8 OSTP 1,3, 4, 5, 6 CAEP R1, R3.3, R4 PROFESS Pedagogical and Professional & Formational Domain
Candidates demonstrate the ability to create and effectively manage a positive classroom culture that supports the learning needs of all students through implementing classroom organization and management techniques within their teaching	ePortfolio, CPAST (direct measure) Pre-Service Teacher and Completer Survey (indirect measure)	InTASC 3 OSTP 1, 5 CAEP R1, R3.3, R4 PROFESS Pedagogical and Professional Domain and Relational Domain
Candidates demonstrate dispositions critical to the teaching profession	ePortfolio, Pre-CPAST, CPAST (direct measure) Pre-Service Teacher Survey and Completer Survey (indirect measure)	InTASC 2, 3, 9, 10 OSTP 5, 6, 7 CAEP R1, R3.2, R3.3, R4 PROFESS Pedagogical and Professional & Relational Domains
Candidates possess ability to teach in light of a Catholic Worldviewthrough seeing each student as unique individuals with inherent dignity and specific learning needs/differences, which they aim to fulfill through their holistic approach to educating the whole child.	Completer Survey (indirect measure)	InTASC 1, 2,9, 10 OSTP 6, 7 CAEP R1.1, R1.4, R3.3, R4 All domains of PROFESS framework

Programs

The Department of Education offers two kinds of programs: a Degree Program and a Teacher Licensure Program. Franciscan University of Steubenville grants a Bachelor of Science degree to students who major in education. Upon successful completion of designated licensure requirements and licensure application the Education Department verifies to the Ohio Department of Education that a candidate has satisfactorily completed the licensure requirements. The licensure areas are as follows:

Primary (Pre K–5)
Middle Childhood (Grades 4–9, Ages 8–14; also must choose two areas of concentration from the following four areas: mathematics, language arts, science, social studies)
Adolescent to Young Adult (Grades 7–12, Ages 12–21 English, social studies, and math)
Intervention Specialist—Mild/Moderate Needs (Grades K–12, ages 5–21)
Dual License-Intervention Specialist, and Elementary Education (PK-5)

Program sheets for each area of licensure can be obtained in the Admissions Office or the Education Department. Provisions have been made within the program of study for education majors to study a semester (sophomore year preferred) at the Austrian Program if desired.

Dispositions

Dispositions of undergraduate and graduate (initial licensure) students are evaluated in field and clinical using the Pre-CPAST and CPAST evaluation tool, respectively. Both of these tools have been deemed valid and reliable for assessing candidate pedagogical skills and dispositions. The dispositions evaluated in field include demonstration of punctuality, meeting deadlines and obligations, collaboration, and responding positively to constructive criticism. Candidates present their scores in these areas when applying for admission to the education program and then again when applying to student teach. Advisors assess candidate growth in the above four areas from Field 1 to Field 2 and assist candidates with making a plan for improvement in any areas needing growth. In student teaching, candidates are assessed on the same initial four dispositions, as well as four more dispositions: participation in professional development, demonstration of effective communication with parents/legal guardians, preparation, and advocacy to meet the needs of learners or for the teaching profession. The clinical supervisor discusses with the candidate his/her performance is these areas and collaboratively they develop a plan of action for any areas needing improvement. Holistically, these dispositions demonstrate a candidates’ professional commitment and behaviors, his/her professional relationships, and his/her critical thinking and reflective practice. Routinely monitoring candidate progress in these affective areas is vital to preparing preservice teachers to demonstrate a positive impact on diverse student learning and development (CAEP Standard R1.4, 2022).

Licensure Progression and Assessments

Candidates in the preparation programs at Franciscan University are required to meet national and Ohio Licensure Standards. The institutional requirements are aligned with CAEP standards, Ohio Standards for Educators, Specialized Professional Associations (SPAs), and INTASC standards, as well the Outcomes in the Conceptual Framework. The programs within each licensure area identify the projects they would like to assess against SPA and state standards , which collectively reflect multiple competencies.

Unit wide, candidate performance against state and national standards is evaluated at various points in the candidate’s progression using the following four valid and reliable measures: ePortfolio (assessed twice – at Application to the Education Program and Application to Student Teaching) Pre-CPAST (Field 1 and 2), CPAST (clinical), edTPA (clinical).

Franciscan University Education Program - Professional Progression

Declaration as Pre-Education Major (Freshman Year)

Work to complete the following foundational courses: EDU109, EDU213, EDU218, CSC155
Review Course Embedded Field Hours & Pre-CPAST Dispositions with advisor
Review Diverse Field Requirements (EDU213)
Create your ePortfolio in CSC155 and start working on your six initial artifacts
Complete Background Checks and Clearances (as needed for EDU 109: Field 1)

Admission to Education Program (Sophomore Year to Fall of Junior Year)

Completion of the Application to Education Program Packet
Maintenance of a 2.75 GPA*
Completion of EDU109 (C or higher) AND One Diverse Field Placement
Reference from the Vice President of Student Life
Up-to-date Background Checks and Clearances (as needed for EDU 209: Field 2)
Initial evaluation of ePortfolio by your advisor (six initial artifacts examined)
First Disposition Evaluation with advisor (Discuss Pre-CPAST scores from EDU109/EDU209)

Admission to Student Teaching (Senior Year)

Completion of Application to Student Teaching Packet (due by middle of semester prior to student teaching semester)
Begin looking into scheduling and taking the OAE Licensure Exams or destination state’s equivalent of licensure exam (it is recommended this is done the summer prior to student teaching)
Submission of Resume with application packet

Maintenance of a 2.75 GPA
Completion of Second Diverse Field Placement (documented in ePortfolio)

Final evaluation of ePortfolio by the Director of Clinical Field (six final artifacts examined)
Second Professional Disposition Evaluation with advisor (Pre-CPAST scores from EDU109/EDU209)
Up-to-date Background Checks and Clearances (as needed for Student Teaching)

Completion/Graduation

Candidate must apply for graduation one year prior to intended graduation date https://www.franciscan.edu/Registrar/
Completion of Student Teaching (C+ or higher)
Completion of EdTPA (EDU405) and Seminar (EDU 435) during Student Teaching
Completion of CPAST during Student Teaching

Completion of 124 credits, last 30 hours must come from FUS

Post-Graduation

Passing OAE Licensure Exam Scores or destination state’s equivalent of licensure exam (it is recommended this is done the summer prior to student teaching)
Entry Year of Resident Educator (RESA) for Ohio teachers
Follow-up Surveys sent to gauge FUS EPP effectiveness

*Admission to the Education Program may be conditionally granted if the candidate has a 2.7 GPA with the condition that the candidate raise his/her overall GPA to a 2.75 upon applying to student teach.

Licensure Programs in Education

Candidates must be officially accepted into the Teacher Education Program before registering for professional education courses (300 level education courses). Those who fall below the requirements will be advised of their substandard performance and of the conditions under which they may or may not continue in the field. Formal acceptance into the Teacher Education Program requires completion of an application before official acceptance can be made. The required elements of this application are detailed in the above professional progression.

Candidates preparing to teach in any licensure program are not automatically recommended for licensure. After completion of all University and Education Department requirements, candidates must pass the required OAE exams before the licensure application can be processed. Candidates must complete BCI and FBI requirements each year as they are involved in a field and clinical experience.

Reciprocity

While Franciscan University’s Education Program is aligned to the licensure requirement in the state of Ohio, Ohio has an agreement with the following states through the National Association of State Directors of Teacher Education and Certification (NASDTEC), which allows individuals who hold Ohio teaching licenses and have completed an approved teacher education program to obtain a teaching license in the state to which they are applying.

Alabama	Hawaii	Mississippi	Rhode Island
Alaska	Idaho	Montana	South Carolina
Arizona	Illinois	Nebraska	South Dakota
Arkansas	Indiana	New Hampshire	Tennessee
California	Kansas	New Jersey	Utah
Colorado	Kentucky	New York	Vermont
Connecticut	Maine	North Carolina	Virginia
Delaware	Maryland	Oklahoma	Washington
District of Columbia	Massachusetts	Oregon	West Virginia
Florida	Michigan	Pennsylvania	Wisconsin
Georgia

Minor additional coursework may be required for full licensure. In addition, applicants must meet the testing requirements of the state to which they apply for licensure. To find additional information regarding educator license reciprocity, please visit the NASCTEC Interstate Agreement webpage. Also be sure to visit your desired state’s department of education webpage for up-to-date information. Note that candidates seeking to earn a teaching license outside the state of Ohio are responsible for educating themselves about their desired state's licensure process and requirements.

Policies regarding teaching experiences

Candidates must be formally accepted into the Teacher Education Program before proceeding to professional education courses (see professional progression requirements above).
Transfer students with or without degrees must earn at least 9 credit hours and complete one early experience at Franciscan University of Steubenville before they can be approved for student teaching.
Consideration for admission to student teaching will be given only to those candidates who have an overall 2.75 quality point average at the time of application.
Candidates must have verification of good moral character on file from the VPSL.
Transportation for all field-based experiences and clinical practice is the responsibility of the student.
Freshman education majors may apply to Student Life if interested in bringing a vehicle to campus during the freshman year.

Accreditation

Franciscan University is accredited by the Higher Learning Commission, the Ohio Board of Regents, and nationally recognized by the Council for Accreditation of Educator Preparation (CAEP).

Fees

Education Department Four-Year Required Expenses

Freshman Year:

BCI/FBI Background Check – Required for Early Field Experience I – good for one year– Yearly prices subject to change by State. If the FBI/BCI reports “may not meet” qualifications, the department will require the student to obtain the rapsheet and verification of licensure approval by ODE.

Sophomore Year:

BCI/FBI Background Check – Required for Early Field Experience II – good for one year – Yearly prices subject to change by State.

Junior Year:

BCI/FBI Background Check – Required for integrated field experiences – good for one year – Yearly prices subject to change by State.

Senior Year:

• OAE Content Exams– See the Ohio Assessments for Educators website (oh.nesinc.com) for current fees – Fees vary depending on licensure exams required. If exams are taken out of state, candidates should make sure to send scores to Franciscan University and the Ohio Department of Education when registering for the test.

• BCI/FBI Background Check – Required for Student Teaching – good for one year – Yearly prices subject to change by State.

• Cooperating Teacher Fee and Licensure Fee: Students registered for student teaching must pay a fee of $100 to cover the stipend for their cooperating teacher. Upon completion of the student teaching semester, students must apply for their Provisional Teaching License from the State of Ohio Department of Education. This fee must be paid in the form of a credit card. Liability insurance may also be purchased during the student teaching semester; although students have the option of waiving this insurance if covered by homeowners insurance, etc.

• edTPA-Performance-based teacher assessment-$300.00.

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