Education School of Education programs at both the undergraduate and graduate levels are built upon a broad theme or Conceptual Framework based upon the concept of the caring, reflective practitioner as integral to the possibility of transformational conditions within self, schools and society, local and global. Consequently, the mission of the School of Education is…to inspire and encourage students to become caring, reflective practitioners who are intellectually and spiritually motivated to transform self, schools, and society.
The Conceptual Framework has philosophical roots in the historic educational and social justice-oriented mission of the university’s founding/sponsoring religious order, the Adorers of the Blood of Christ (ASC). The framework also builds upon the liberal arts and social justice-oriented mission and philosophy of Newman University as a Catholic institution of higher learning. Current and evolving educational/pedagogical ideas, concepts, practices, and related research have been-and continue to be-used in providing substance to the framework as a living document.
In fulfilling the mission of educating caring, reflective practitioners, the School of Education expects graduates of both the undergraduate and graduate programs, to be educators who are knowledgeable, caring, reflective, visionary, collaborative and ethical. Our graduates will be:
Knowledgeable educators who engage in critical thinking, possess basic quantitative skills and communicate effectively. Graduates will also be acquainted with the major concepts and structures of their disciplines, with how individuals learn, with instructional and assessment strategies that ensure continual development of learners, and with the integration across content areas and technology to enrich curriculum and enhance instructional practices.
Caring educators who are concerned about the whole person, in self and in others; who demonstrate responsibility to the community and society; who respect the dignity of every person by creating instructional opportunities that are equitable for all learners; who listen carefully and seek to understand and do what is just; and who make ethical decisions.
Reflective educators who are perceptive, curious, discerning and who use good judgment; who evaluate the effects of their choices; who understand the historical, philosophical and social foundations of education that guide educational practices; who exhibit life-long learning.
Visionary educators who collaborate with others to transform; who use data, research and best instructional practices to achieve a virtuous learning community; and who use assessment strategies to ensure the continual development of all learners.
Collaborative educators who value collegial relationships as well as the knowledge and insights acquired from them; who respectfully listen to others; who seek to join others in fostering active inquiry and supportive interaction in the classroom; who work to transform and to improve schools through instructional strategies focusing upon improved learning for all students.
Ethical educators who embody goodness, integrity, truth, justice and compassion as well as employ a moral and ethical framework in decision making; and whose decisions are crafted in the pursuit of the common good, which includes advancing the causes of peace and justice.
These six themes-knowledgeable, caring, reflective, visionary, collaborative and ethical-are integrated into the preparation of students to meet the Professional Education Standards established by the Kansas State Department of Education. Both undergraduate and graduate programs are responsive to the mission of the School of Education and its relationship to the university’s mission. The liberal arts core, as well as professional and pedagogical studies, including field experiences, are designed to graduate individuals who possess the aforementioned knowledge and skills, as well as the dispositions to act in accordance with these themes.
Admission to Teacher Education Program (TEP)
Students must apply for and be formally accepted into the teacher education program. Acceptance is required for enrollment in upper level education courses. Admission is a very deliberate and reflective process. The application process, begun in the sophomore year or during the first semester for licensure-only students, includes the following steps to be used as criteria for consideration:
Completion of the application form and checklist and submission of these documents to the School of Education.
Submission of a typewritten autobiography of no more than 750-1000 words, which includes an introduction, an explanation of career choice, experiences working with children, and a list of pertinent interests and accomplishments. The applicant should also include a statement regarding personal connection with the School of Education’s conceptual framework, which is based upon the concept of the caring, reflective practitioner as integral to the possibility of transformational conditions within self, schools and society, local and global.
Consultation with the advisor to develop a tentative plan of study.
Receipt of three satisfactory letters of recommendation including, for traditional students, one outside the School of Education, and for middle/secondary, a content advisor. Transfer students or licensure-only students may request a recommendation from faculty members from a previous college or university or a current colleague or supervisor in a professional education setting. For secondary education majors, one recommendation must be from the student’s designated content advisor.
Sixty or more total college hours
Pre-requisites classes with a grade of “C” or better required in College Writing 1 and 2, Oral Communication, College Algebra or Math for Liberal Arts or a higher level math course, and General Psychology.
Cumulative GPA of 2.70 or higher
Satisfactory interview with a subcommittee of the School of Education. Students are advised that based upon all data, including the interview, the School of Education reserves the right to make recommendations to improve the quality of a candidate’s performance and standing with regard to admission to the program.
Final approval for admission to the Teacher Education Program is determined by members of the School of Education unit. Students should understand that the completion of the above requirements does not in and of itself qualify them for admission to the Teacher Education Program. Students shall be admitted to the Teacher Education Program only if the above requirements are met and if, in the judgment of the majority of the faculty of the unit, the student has the personal qualifications necessary to be a successful teacher.
Admission to Teacher Internship Program (TIP)
One full semester prior to the anticipated last semester, application should be made for internship. The student must complete an application form and submit it to the coordinator of teacher internships. A School of Education faculty subcommittee (Admission and Progression) will formally consider all intern applicants, based upon the following criteria:
Achieving and maintaining a cumulative GPA of 2.70.
Meeting health standards required by K.S.A. 72-5213: Certification of Health for School Personnel.
Completion of required professional education courses with a 3.0 GPA and no grade lower than “C”. Secondary education majors must also have a GPA of at least 2.5 in their content area with no grade lower than a “C” in any content course.
Submit a reflection paper which includes an introduction, an explanation of choice, reflections on teaching, learning, and the growth that has occurred toward becoming an educator dedicated to personal, educational, and society transformations. Students who are dedicated to being caring, reflective and collaborative practitioners should elaborate on their roles and responsibilities as builders of a learning community. The impact of such a learning community upon personal and professional development, ethical decision-making, and the larger community should be included.
Submit two TIP recommendation forms from appropriate faculty members.
Completion of at least 111 total undergraduate credit hours prior to internship.
Conference with and recommendation of the advisor.
Students shall be admitted to the internship only if the above requirements are met, and if, in the judgment of the majority of the unit faculty members, the student has the personal qualifications necessary to be a successful teacher. Following approval for admission to the internship by the School of Education, the candidate must maintain and complete all program requirements to actually be placed in the internship.
Application forms and materials may be obtained from the education advisor or the School of Education Office. Students who do not fulfill the qualifications for admission to the Teacher Education Program or for the internship are extended the right of a due process hearing before the Admission and Progression Subcommittee of the School of Education. Following this, if necessary, an appeal may be made to the Office of the Vice-President for Academic Affairs.
Successful completion of the appropriate state licensure examinations is a requirement for teacher candidates applying for Kansas licensure. These include the appropriate Principles of Learning and Teaching (PLT) and the appropriate content assessment (Praxis II). The student is responsible for the cost of these tests.
Students completing the internship from Newman University may request follow-up assistance from university personnel during their first year of teaching. Administrators may also request assistance for first year teachers from Newman. The assistance will be by phone, e-mail, or mail for all students and may include on-site assistance for those graduates who teach within a 50-mile radius of a program site.
Sites for Field Experiences
The School of Education is committed to preparing teachers and administrators who have the capacity to work with ALL children. Students will be expected to have experiences with various forms of diversity, including but not limited to the following: socio-economic, cultural/ethnic, exceptionalities and public/private settings.
Licensure-Only Program
Students who have completed a bachelor’s degree at an accredited institution and who are seeking teacher licensure are eligible to apply for admission to the Teacher Education Program. Students pursuing this option must provide evidence of fulfilling state requirements for the licensure area, fulfill School of Education requirements, take the identified education and content coursework at Newman University, be admitted into the teacher education and internship, and successfully complete all requirements. In exceptional cases where the student has had a full-time teaching contract in an accredited school, the internship may be modified.
Transfer of Professional Courses from Institutions
Professional methods courses are linked directly to our conceptual framework and the aforementioned outcomes. Students are therefore expected to take upper level (beyond 2000 level) methods courses with Newman faculty. In rare cases, if the student can demonstrate through written documentation alignment with the themes included within our framework, an upper level methods course from a four year institution that is KSDE and CAEP accredited may be considered for transfer into the Newman program. Clear connections to the following themes must be evident: education as transformation, the school as a learning community, collaboration with others, ethical decision making, caring relationships, continuous professional improvement through reflective inquiry, and sound teaching grounded in research and effective practices with a focus upon enhancing the learning for ALL students. This requirement is in place for numerous reasons including, for example, the need for our methods faculty to know the teaching expertise of students prior to the internship experience, and for those students to acquire the knowledge, skills, and dispositions related to our conceptual framework. Students are strongly encouraged to examine the School of Education’s Advising Handbook as well as consult with faculty regarding the transfer of courses from community colleges.
Under no circumstances will the School of Education accept the transfer of lower level college courses for upper level professional and specialty/content courses.
Longevity of Courses
The School of Education reserves the right to deny transfer credit for courses more than six years old. Requests for appeals to this policy will be submitted to the Admission and Progression Committee of the School of Education for a formal response.
Title II Report
In compliance with Title II, the School of Education is pleased to provide the following chart that describes the performance of our students in the 2013-2014 academic year:
| Type of Assessment |
Area of Concentration |
Newman Pass Rate |
| Professional Knowledge (PLT) |
All program completers |
100% |
| Academic Content Areas |
All program completers |
93% |
For additional information regarding Title II, see www.title2.org or www.ksde.org. The complete institutional report is also available from the office of the Director of the School of Education.
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