Student Handbook for Teacher Education
The Curry MT program aims to prepare teachers who exemplify best practices in connecting content, practice and research to foster academic, social, and emotional development in students with diverse backgrounds and diverse needs. Our graduates use data and reflection in their instructional decision-making so that their impact on student learning is meaningful and measurable. The Teacher Education program centers on the theme of the “Teacher as a Reflective Decision-Maker.” Grounded in the belief that teachers who make appropriate decisions are ones who demonstrate effective clinical and pedagogical practices and reflect on the outcomes of their actions, the Teacher Education program integrates varied and extensive field work with professional coursework at conceptual and practical levels to prepare candidates to connect content, practice and research into best practices that they then use to inform instructional decision-making. With the ultimate goal of meaningful and measurable impact on student learning, the Teacher Education program fosters an environment where candidates use data and reflection as tools in effective teaching practice.
The Curry School’s Teacher Education Program is based on a set of beliefs regarding characteristics of effective teacher education programs. Course syllabi, clinical experiences, policies, and procedures reflect these beliefs:
The professional education of teachers is shared by the Curry School of Education, UVA partners and the public schools of the Commonwealth.
The Curry School of Education has partnerships with CLAS, SEAS, Batten and with over 21 school divisions within Virginia.
All teacher education students should have a cohesive, planned program of liberal arts education.
B/MT students are required to complete a general studies curriculum as part of their UVA undergrad program. PG/MT students complete a General Studies Review form to ensure their background includes broad-based liberal arts.
Teachers should have a strong professional education background to appropriately convey content knowledge and facilitate student learning.
All teacher candidates in the Curry programs take at least 30 hours of graduate education coursework. Clearly articulated program guides are provided for all Curry Teacher Education Programs.
Quality teacher education programs integrate theory and practice.
Every clinical or field experience relates to coursework, integrating theory and practice.
Effective teacher education programs take into account the individual and cultural diversity of both the prospective teachers and the students in the public schools.
Curriculum related to diversity is taught in both designated classes and through specific field placements.
The on-going involvement of skilled practicing teachers is a significant aspect of any quality teacher preparation program.
Mentor teachers supervise clinical experiences, serve on advisory boards, provide guest lectures, and participate in grant activities.
Schools of education at research universities have a particular responsibility for contributing to the knowledge base on teaching.
Curry students and faculty are involved annually in research activities that inform the faculty members’ individual fields of scholarship and leadership.
Quality teacher education programs must infuse technology in instruction.
Curry has emerged as a national leader in technology and has received awards and grants to support its efforts.
The primary purpose for licensing teachers is to maintain standards of professional competence. The responsibility for licensure is set forth in §22.1-298.1 of the Code of Virginia, which states that the Board of Education shall prescribe by regulation the requirements for licensure of teachers. The University of Virginia can only prepare teacher candidates for licensure in the endorsement areas for which the Curry School has been approved by the Commonwealth of Virginia Board of Education and a national accreditation process.
The teaching license is the official way to recognize that a candidate completed the professional studies component of teacher preparation. Competencies in human growth and development, curriculum and instruction, reading, behavior management, assessment, educational foundations, as well as clinical experiences comprise professional teacher preparation. The Virginia Department of issues an initial license only when a candidate also completed all requirements for the content area endorsement. Professional licenses must be renewed every five years, although the professional studies component does not need to be repeated.
As a graduate of a state-approved program, you are assured Virginia licensure and endorsement if you successfully complete all program requirements and “possess good moral character” (free of conditions outlined in Part VII, 8VAC20-22-690 et seq., of the Licensure Regulations for School Personnel found at http://law.lis.virginia.gov/admincode/title8/agency20/chapter22/).
The deadline to submit applications for licensure and endorsement(s) in the Teacher Education Office is February 1 for May graduates, October 1 for December graduates, and June 1 for August graduates.
The Teacher Education office staff work with you to complete the licensure application process in the semester prior to graduation. Workshops are also offered to assist with compiling an application. For those also interested in applying for a license/certification in another state, please reach out to the Director of Teacher Education.
General Studies Requirements
Teacher candidates in Virginia are required to have a broad-based liberal arts background. B/MT students meet this requirement by completing the general studies requirements set forth by their undergraduate program. B/MT students must also take a course in American studies (history and/or government) to fulfill the licensure requirements. PGMT students must provide evidence of coursework that meets the general studies requirements as part of their application to the program.
Advanced Placement (AP) exams can be used to satisfy the general studies requirements. To use AP credit, teacher candidates must show evidence on a transcript that college credit was awarded by their undergraduate institution.
Students may use a College-Level Examination Program (CLEP) test to fulfill missing general studies requirements. UVA does not award credit for these exams. Students who take a CLEP exam to fulfill a general studies requirement should email a copy of the passing score report to the Director of Teacher Education.
Content Studies Requirements
Teacher candidates in secondary (English, Mathematics, Science, and Social Studies) and some prek-12 areas (English as a Second Language, Foreign Language) must meet content studies requirements set forth by the Virginia Department of Education. A listing of content studies requirements can be found on the relevant program page under the “PGMT Prerequisites and Admissions Requirements tab.” Teacher candidates should consult with the content area advisor regarding these requirements.
Candidates in the Elementary and Special Education programs do not have content studies requirements.
Child Abuse and Neglect Recognition Module
All licensed teachers are required to demonstrate that they have completed study in child abuse recognition and intervention that meets curricular guidelines established by the VDOE and the Virginia Department of Social Services. The state and Curry School recommend an online module available at http://www.dss.virginia.gov/family/cps/mandated_reporters/cwse5691/story.html, Child Abuse and Neglect: Recognizing, Responding, Reporting for Educators. Candidates should keep one copy for their records and submit one copy to the Teacher Education office (Bavaro 326 or TeacherEd@virginia.edu).
First Aid/CPR/AED Training
Beginning July 1, 2013, documentation of training in First Aid/CPR/AED from a nationally recognized program (e.g. the Red Cross or the American Heart Association) is required for teaching licensure. The VDOE expects approved programs to collect evidence of this training including:
- individual’s full name (matching the name on licensure forms)
- title or description of training or certification that must clearly indicate that all three components were included (ie. emergency first aid, CPR, and AED)
- date the training or certification was completed or expires
- Signature and title of the individual providing the training or certification OR printed certificate from the organization or group that provided the training. Wallet-sized certification cards will be accepted.
Candidates should keep one copy for their records. Job applications may request a copy of this training. Documentation must also be submitted to the Teacher Education Office (Bavaro 326 or TeacherEd@virginia.edu). Please note: certifications need not be current – it is evidence of training that is required. Training can be scheduled online with a local Red Cross or AHA office to be taken in Charlottesville or anywhere in the country.
*Beginning September 1, 2017, this training must include a hands-on component. Part of your training may be completed online, but verification of hands-on practice is also required.
Effective July 1, 2017, all licensed teachers must complete awareness training, provided by the Virginia Department of Education, on the indicators of dyslexia, as that term is defined by the board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia. The module can be found at http://www.doe.virginia.gov/teaching/licensure/dyslexia-module/story.html. Candidates should keep one copy for their records and submit one copy to the Teacher Education office (Bavaro 326 or TeacherEd@virginia.edu).
Students in the Elementary Education and Social Studies programs are required to meet the “local government and civics instruction specific to Virginia” expectation via an online module at http://www.civiceducationva.org/ created specifically for this purpose by VDOE. Candidates should keep one copy for their records and submit one copy to the Teacher Education office (Bavaro 326 or TeacherEd@virginia.edu).
By July 1 the summer leading up to the internship, candidates must past their required licensure exams.
- All students must pass the Virginia Communication and Literacy Assessment.
- Elementary and Special Education candidates must pass the Reading for Virginia Educators exam.
- All candidates must pass a Praxis Specialty Test in their area of endorsement. A full listing of assessments can be found here . There is no Praxis for candidates working toward a Latin or Chinese endorsement.
Candidates should keep one copy of their score report for their records and submit one copy to the Teacher Education office (Bavaro 326 or TeacherEd@virginia.edu). Please note that selecting UVA as an institution to receive the scores is not sufficient. The Teacher Education office needs a full .pdf of the score report(s) for licensure.
Endorsements identify what subject areas and which grade levels each teacher is licensed to teach. The Commonwealth of Virginia Department of Education defines endorsements. UVa is approved to provide teacher preparation in a selection of endorsements.
Teacher candidates are accepted into a specific program that identifies which endorsement will lead to licensure. These programs identify the requirements necessary to earn licensure in the specified endorsement. Additional endorsements are possible through application for dual endorsement as part of the program, or, in some case, through Praxis II testing. Teacher candidates should check with either their Curry advisor or the Teacher Education office for proper procedures for their particular situation.
Candidates in the Special Education or Elementary Education program may be eligible for a dual endorsement. Curry offers a dual endorsement in the following areas:
- Special Education – General Curriculum (K-12)
- Elementary Education (Prek-6)
- English as a Second Language Education (Prek-12)
To earn a dual endorsement, teacher candidates must complete all requirements for both endorsement areas. Each plan of study contains courses and clinical experiences that can be applied toward both programs. Candidates must complete two semester-long, full-time internships during the final year of study.
To request the addition of a second endorsement, teacher candidates must submit a Change of Program form to the Teacher Education office. The program coordinator for each area must approve the change of program.
Candidates in the Special Education or Elementary Education program may be eligible for an add-on endorsement. Curry offers an add-on endorsement in the following areas:
- Algebra I
- English as a Second Language*
- Gifted Education
*Note: The ESL add-on will only be available through May 2019. Students in the class of 2020 and beyond must complete the ESL endorsement as a dual endorsement.
To earn an add-on endorsement, teacher candidates must complete all coursework and practicum requirements for the add-on endorsement.
To request the addition of an add-on endorsement, teacher candidates must submit a Change of Program form to the Teacher Education office. The program coordinator for each area must approve the change of program.
Additional Endorsements through Testing
Teacher candidates can add additional endorsements by passing the Praxis Subject Assessment in each endorsement area if Virginia has an approved exam for that licensure area. This option is not available for those seeking to add an early/primary preK-3, special education, or elementary education preK-6 endorsement. With prior notification, Curry can approve the additional endorsement at the time of initial licensure application. This option is also available after graduation and licensure is earned. Visit the VDOE site at http://www.doe.virginia.gov/teaching/licensure/prof_teacher_assessment.pdf to learn the required scores needed to add an endorsement this way.
Additional Endorsements through Coursework
Teacher candidates can add additional endorsements by earning the required course credits in a field as outlined in the Virginia Department of Education Licensure Regulations for School Personnel (http://law.lis.virginia.gov/admincode/title8/agency20/chapter22/). With prior notification, Curry can approve the additional endorsement at the time of initial licensure application. This option is also available after graduation and licensure is earned.
Teachers who graduate from programs that include interwoven clinical experiences receive stronger evaluations from supervisors, employers, and researchers and feel more prepared to enter the classroom than other new teachers (Darling-Hammond, 2010). By clinical experience, we refer to work in schools, literacy labs and other formal teaching and learning settings where teacher candidates receive field placements. At Curry, teacher candidates connect theory to practice in multiple sequenced clinical experiences from the very beginning of their program through the teaching internship (student teaching). Clinical experiences at Curry begin with observation and individual, one-on-one work with students, building to full management of day to day classroom work under the guidance of exemplar educators. Teacher candidates implement research-based pedagogical strategies to meet increasingly diverse student populations. Thus, the clinical experience is mutually beneficial for the teacher candidates refining their craft and the students in our community whose social and academic success is positively affected.
Clinical Experience Sequence
As part of the Virginia regulations, all approved teacher preparation programs include required structured and integrated clinical experiences that prepare students to work in diverse educational environments. Early clinical experiences are associated with a content methods course but are given separate credit and a grade.
The Virginia Department of Education requires at least 10 weeks of 300 intensely supervised clock hours, 150 of which are defined as ‘Required Actual Teaching’ in the student teaching placement. The teaching internship (EDIS 588x) is a full-semester field experience that occurs in the fall of the final year. Candidates in a dual endorsement program will do an additional internship in the spring of the final year. During the internship, candidate work with an experienced mentor teacher. The semester begins when the teachers in the assigned school system return for the pre-school teacher week. (Generally, this is early to mid-August, so teacher candidates must avoid summer commitments with schedule conflicts.) Health and Physical Education candidate will complete two nine-week placements equally split in the semester block across 18 weeks. All other teacher candidates complete a single 16-week placement. More information about the teaching internship can be found in the Teaching Internship Handbook.
The chart below provides general information on clinical experiences for elementary, secondary, and special education. Note: Health and Physical Education clinical experiences are arranged differently because of the demands of the endorsement program. Candidates in this program should meet with their advisor to discuss clinical experience requirements.
Observations of schools and children within community settings
- Completion of assignments (e.g. approximately 20 hours)
Required in the 1st or 2nd year for students applying to the B/MT program
Recommended for undergraduates applying to the PGMT program
Tutoring and specific classroom and child study with a focus on literacy, language, and comprehension as well as classroom context for learning
- Completion of assignments (e.g. approximately 20 hours)
3rd-year B/MTs and 1st-year PGMTs*
*Students in the one-year PGMT and the part-time Special Education program are not required to complete EDIS 388X
Classroom observation and implementation of lessons
- Lesson and unit plan evaluations
- Faculty observation and feedback
- Mentor Teacher and University Supervisor observation and feedback
- Assignment completion (30 hours)
4th-year B/MTs and 1st-year PGMTs**
**Students in the one-year PGMT are not required to complete EDIS 488X
Semester-long, intensive experience beginning with pre-school teacher work week; foci include fostering positive professional relationships with adolescents and colleagues; observing and reflecting on instruction; and designing and implementing lessons
- Successful completion of course assignments
- Faculty observation and feedback
- Mentor Teacher and University Supervisor observation and feedback
- Final Mentor Teacher evaluation
- Assignment completion (12 hours per week)
PGMTs in the one-year program
Semester-long experience; culminates in either total responsibility for class or leadership responsibilities in a co-teaching arrangement
- Regularly scheduled supervision
- Mentor Teacher and University Supervisor observation and feedback, including midpoint and final evaluations
- Collaborative log
- Assignment completion (150 Required Actual Teaching Hours)
5th-year B/MTs and 2nd-year PGMTs
Curry enjoys positive partnerships with local school divisions, school administrators, and teachers. Clinical experiences are often the first opportunity that MT students have to practice their professional competencies as pre-service teachers – a time to move from the role of student to that of education professional. Expectations are that teacher candidates conduct themselves as professional educators at all times, meeting Standard 6: Professionalism in the Virginia Department of Education Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. Failure to do so may impact a teacher candidate’s program progress and will result in a Performance Improvement Plan used to determine continued enrollment or dismissal from the MT program.
Curry offers a number of opportunities to review expectations. The Curry Professional Standards aligns with Standard 6: Professionalism, mentioned above. These standards are reviewed and signed by all candidates in the Code of Behavior. A few key guidelines are:
- I will adhere to federal and state laws, school and division policies, and ethical guidelines both within and outside of the school building.
- I will arrive on time for my field experience and display professional ID (in provided neck wallet) at all times in a school setting. If I am ill, I will call the school to notify my mentor teacher that I will be absent.
- I agree to never be alone with individual students who are not under the supervision of teachers or school authorities without permission from authorized school staff.
- I will use only adult bathroom facilities.
- I will NOT contact students outside of school hours without permission from the students’ parents/guardians.
- I agree NOT to exchange telephone numbers, home addresses, e-mail addresses or any other social network information with students.
- I will maintain confidentiality regarding student work as well as regarding professional interactions with faculty, staff, supervisors, or school personnel. I will not disclose, use, or disseminate photographs or personal information about students or myself.
- I will seek assistance and follow supervision in a timely manner, and accept and respond appropriately to constructive review of my work.
- I will demonstrate communication skills that are responsive to different perspectives represented in diverse classrooms and/or other professional environments.
- I will collaborate and communicate effectively within the U.Va. community as well as preK-12 educational settings to promote all students’ well-being and success.
Each school or school division will have an established dress code policy. Students should become familiar with this policy. The Curry School of Education, however, has a dress code policy that may be more stringent than the division policy and requires candidates to wear U.Va. neck wallets with UVA ID visible at all times in placement settings. Curry teacher candidates are expected to adhere to the Curry standard for dress. Candidates may be asked by their Mentor Teachers, University Supervisor or by program area faculty to change their attire if they are dressed inappropriately for their teaching content.
The purpose of the Curry dress code is to establish a clear standard for professional dress. In general, teacher candidates should have an appropriate, well-groomed appearance. Appearance reflects professional commitment to teaching and this is clearly communicated to the Mentor Teacher, classroom pupils, and other staff within the school environment. Inappropriate or exceptional dress or grooming can distract pupils and teachers, thus taking away from the candidate’s ability to teach successfully.
The Curry standard for dress and personal appearance requires that all students wear casual professional attire during their teaching Internships. Casual professional means wearing nice, neat, clean clothing that is not ragged, ripped, or baggy. Shoes should also be presentable, professional shoes (i.e., no flip flops or sneakers).
Students are not permitted to wear the following:
- Shirts that expose the bare midriff including, exposure when lifting one’s arms (e.g., reaching to write on the board).
- T-shirts (unless they are plain with no pictures or words) or jeans (except for special events or days – school spirit day).
- Pants that expose undergarments including when one bends or sits.
- Shirts with spaghetti straps or that are strapless, low cut, or sheer.
- Shorts (except for Health/PE during their P.E. teaching).
- Extremely short skirts.
- Inappropriate or distracting grooming includes:
- Facial piercing including the tongue. Ear piercing is acceptable but students should use judgment in regard to excessive piercings.
- Extremes in hair styling including unconventional hair colors or styling.
- Exposed tattoos.
Additional Internship Policies
- All teaching interns must have a verified negative TB screening on file in the school division HR office (the test may be no older than 1 year). You may obtain the TB screening at Student Health, Community Health, or your family practitioner. Failure to submit a copy of the TB screening will result in delaying your participation in the Teaching Internship.
- Teaching Interns are required to complete background screening/ fingerprint requirements. The intern is responsible for scheduling this through the assigned school division HR office and for any costs associated with fingerprints and background screenings. Since any teacher who has not been cleared through the background check WILL NOT be allowed in a classroom by state law, interns should initiate the process prior to June 15. Because the process takes longer when there is a flag, interns who fail to disclose a criminal history to the school division via the division background check policy and process by June 1 will be required to reschedule the internship for a different semester and in a different location.
- Interns placed locally are also expected to register as a substitute teacher as part of this process. The Curry policy on substituting allows an intern to substitute only for his/her assigned Mentor Teacher and to be compensated for such work, though the school division policy may not permit a student teacher to do so. If there is a discrepancy in policy, the intern must defer to the school division policy.
- Teaching Interns are to work on the school division’s approved calendar rather than the university calendar throughout the placement. This includes approved school holidays, teacher workdays, and Thanksgiving leave days. Teaching Interns are not to take extra time prior to a school break without specific approval of the seminar instructor and should plan to make up missed days as directed by the seminar instructor.
- During the final week of the Teaching Internship, teaching interns should typically phase out of the teaching role by transferring responsibilities back to the Mentor Teacher. Teaching Interns remain in the assigned classroom for this final week. Allowance is given for some observations to be done in other classrooms in order for the intern to observe other master teachers. In most cases, these observations will be arranged by the Mentor Teacher and done in the same building as the placement. However, in some specific areas such as special education or a specific secondary area, an observation may be done at another school if and when arranged by the seminar instructor and field placement coordinator. All observations must be approved by the assigned Mentor Teacher and the University Supervisor.
- Full-time enrollment is required for the Teaching Intern semester. Teacher candidates in a single placement register for 12 credits in the single endorsement area plus 3 credits for the aligned Teaching Intern Seminar. Students completing dual endorsements enroll in 6 credits for the Teaching Internship for each endorsement area plus 3 credits in one seminar class. Regardless of the location of their placement, students will be enrolled in on-grounds courses as part of the on-grounds MT program and will be charged tuition and fees accordingly. No refunds are made based on the location of the placement.
- No other classes besides the Teaching Internship and the Teaching Internship seminar may be taken during the student teaching semester
- Students in the B/MT Program and 2-Year PGMT Program: There are specific extenuating circumstances that may prevent an M.T. candidate from completing a placement during the semester in which they initially enrolled. These may include a medical leave, a family emergency, or lack of demonstration of proficient skill level by the end date of an internship. In some cases, M.T. candidates may receive an incomplete and the opportunity to complete course requirements in the subsequent semester. In order to complete their course requirements, they must remain enrolled in the Curry M.T. program and re-register for a minimum of 6 credits of EDIS 588X. Once course and program requirements are met, the course grade from the previous semester would change from an incomplete to a passing grade and the passing grade would also be assigned to the subsequent enrollment.
- Students in the 1-Year PGMT Program: There are specific extenuating circumstances that may prevent an M.T. candidate from completing a placement during the semester in which he or she is initially enrolled. These may include a medical leave, a family emergency, or lack of demonstration of proficient skill level per the program scope and sequence. In the event that a student cannot complete a placement or is removed from a placement, a meeting will be held with the Director of Clinical Practice and Partnerships, the Program Coordinator, and the Academic Advisor. A decision will be made as to whether the student may return the following year (fall or spring based on when the placement was terminated) to redo the placement and continue the program or whether the student will be withdrawn from the Master of Teaching program.
- Additional expectations can be found in the Teaching Internship Handbook, the required text for EDIS 588x. All fall Teaching Interns must attend an orientation during which specific details regarding student teaching are covered in a multi-program meeting, typically held the day after spring classes end (the reading day prior to final exams).
All clinical experience placements are at the discretion of the Curry Teacher Education Team. Requests for specific locations are taken through the Teaching Intern Application, but the nature of the program requires that placements occur with school programs with whom Curry has pre-established legal partnerships. Program directors work in conjunction with the Field Placement Coordinator to ensure a good fit between candidates’ needs and the available expertise in the schools.
While teacher candidates do not receive travel reimbursement, pre-student teaching placements (practica) include schools within walking distance or on bus lines, as well as those located within the Albemarle County and Charlottesville City school divisions that require transportation. The Office of Teacher Education places students in pairs and groups for carpooling considerations. The type of placement is determined by field placement course requirements and the resources available in schools.
EDIS 588x placements are considered local if they are within an hour from Grounds. Students complete a Teaching Internship Application that helps determine the nature and location of the EDIS 588x placement. Distant placements are possible for some programs at schools that have pre-established partnerships with the Curry School. Curry advisors and the Teacher Education Team must approve a distant placement. Look for more information regarding current options when the Teaching Internship Application is distributed in November.
Many EDIS 388x and EDIS 488x placements are split between Fall and Spring semesters based on MT program. Students seeking dual endorsement should expect to complete two full internships (fall and spring) unless prior arrangement is possible for a single placement to serve both endorsement areas. VDOE requirements are that a minimum of 150 direct teaching must be done for each endorsement area, with 300 clock hours completed total for each endorsement area.
A full listing of academic policies can be found in the Curry School of Education graduate record.
The Curry School abides by the University of Virginia Honor System. The Curry representatives to the Honor Committee for the current academic year can be found by checking the Education Council page on the Curry website: http://curry.virginia.edu/academics/student-services/education-council
Teacher candidates must pass 30 academic credits at the 5000 level or above for the Master of Teaching. Clinical experiences (which are pass/fail) may not be used toward the 30-credit requirement. For B/MT students, any M.T. coursework beyond 30 academic credits may be applied as elective credits toward the undergraduate degree.
It is imperative that B/MT students track their undergraduate requirements. Students in the College of Arts and Sciences must have 120 credits to graduate, 102 of which must be college credits. By special agreement, candidates in the Special Education program may apply up to 6 credits of specific Curry coursework toward the 102-credit requirement. More information about the 102 requirement can be found on the College website.
All required academic courses specified in the program guide including those intended to meet either general or content studies requirements must be graded (as opposed to pass/fail). The Curry School of Education requires a grade of a “B-“ or higher in all courses leading to a master’s degree. All Curry required classes at the 5000 level and above fall under this rule.
Any courses in which a student receives a grade below a “B-“ must be retaken, or, with the consent of the course instructor and the student’s advisor, a planned and petitioned substitution must be made. Students who earn below a B- in a 5000-level Curry required class or receive an unsatisfactory in a field placement course are placed on a Program Improvement Plan (PIP) for the remainder of the program, a status that will be considered in the overall ability of a student to remain in the Curry MT program and other applications (e.g. requests for distance placements, scholarships, etc.). Students who fail more than one required program course or one such course twice without documented extenuating personal circumstances (e.g. death in the family, chronic illness, etc.) will not be permitted to advance to graduate status or move forward to an internship. Failing a course in a second endorsement area will result in the removal of that second endorsement program from the student’s record.
Throughout the fourth year students are still officially listed as undergraduate students in CLAS/SEAS/Batten/Curry, and therefore, follow the undergrad policy on incomplete grades for those schools. Under this policy, students have a limited time to complete a course and have a course grade submitted to the registrar’s office. Failure to do so will result in an “F”. Students may petition for an extension with the support of the course instructor. NOTE: This policy will hold for both the undergrad courses and the MT courses in the Curry School.
During the fifth year, students are under the Curry policy relating to graduate students that states that an incomplete grade must be completed within 200 days of the semester in which the course was taken. Students will need to negotiate the actual timeframe with the course instructor and complete an incomplete grade form in the Curry Admissions Office (106 Bavaro Hall).
Once you have been accepted to the Teacher Education program, you may continue to register for Teacher Education courses as long as you maintain a satisfactory GPA (3.0 in your major; 2.7 overall), do well in education classes and clinical experiences, and meet deadlines for all program requirements.
Typically, any course (or AP/IB credit) accepted for credit by an undergraduate institution will be accepted by the Teacher Education program for licensure.
No more than 6 credits of professional studies course requirements (5000 level and above) may be transferred into the MT program. Professional studies credits taken as part of an undergraduate degree must be above the minimum required for the bachelor’s degree in order to be used for the master’s degree (in the case of PG/MTs). As with all 5000-level courses, grades must be at the B- level or above to meet requirements. Acceptance of transfer credits is at the discretion of the Curry advisor and the Director of Teacher Education.
After admission, all courses taken at another institution with intent to transfer credit must be pre-approved by the undergraduate school (if used toward the undergraduate degree) and/or by the Director of Teacher Education if the credit is to be used to meet a licensure requirement. Content studies and general studies courses require only a passing grade to meet requirements.
PGMT students typically do not need to transfer coursework used for licensure requirements. They can simply provide a copy of the transcript to the Director of Teacher Education to demonstrate the requirement has been met. Official transcripts from all institutions at which coursework was taken will be required for the final licensure packet.
Teacher candidates may need to register for 18 or more hours in a given semester. 3rd and 4th year B/MT students in the College must submit a Credit Hour Overload Request to Monroe 101. SEAS students should consult their Registrar in the Undergraduate Dean’s Office, Thornton Hall A-122. Curry undergraduate students should submit a Policy Exception Petition to Ruffner 102.
PGMTs and 5th-year B/MTs should submit a Policy Exception Petition to the Teacher Education Office (Bavaro 326). Although the form says Ruffner 102, the Director of Teacher Education processes these requests.
Course Replacements and Waivers
Teacher candidates who need to replace or waive a requirement must fill out a Teacher Education Policy Exception Form. This form should be returned to the Teacher Education Office (Bavaro 326) with the advisor’s signature.
One of the most common exceptions – replacing EDLF 5010/5011 – is built into SIS and does not require a policy exception form. Students who have taken a combination of psychology courses (development and cognition) may exempt out of the Curry Childhood/Adolescent Learning and Development requirement. Students must take two courses to meet this requirement, one from each of the following lists.
List 1: Development Course – Options include:
- PSYC 2700: Introduction to Child Psychology
- PSYC 5210: Developmental Psychology
- PSYC 3480: Adolescence: Theory and Development (for secondary education students only)
- EDLF 3150: Introduction to Child Growth and Development
- EDLF 4160: Life Span Development
List 2: Cognition Course – Options include:
- PSYC 2100: Introduction to Learning
- PSYC 2150: Introduction to Cognition
- PSYC 3435: Educational Psychology
- PSYC 4150: Cognitive Processes
- PSYC 5150: Advanced Cognition
- EDHS 2895: Minding the Mind: Engaging Youth in Learning
B/MT students who have an undergraduate major in the College are encourage to take courses in the psychology department because they will count toward the required 102 College credits.
Advancing to Graduate Status (B/MT Students)
Advancement to graduate status takes place during the spring of the fourth year. Program area faculty and the Teacher Education office staff review each student’s progress and make recommendations concerning advancement. Advancement to graduate status is dependent on
- an overall GPA of 2.7 and an academic major GPA of 3.0.
- satisfactory performance in education courses and in field experiences.
Students not meeting GPA proficiency or unsatisfactory course or field performance may be dismissed from the MT program. Students who remain in the program may be placed on a Performance Improvement Plan.
Students will be advanced to graduate status beginning with the summer after the fourth year. When teacher candidates advance to graduate status, they move fully into the Curry School and must follow all policies and procedures established by the School of Education. Tuition rates change as a result of graduate status. Additionally, student financial aid changes to meet graduate student policies. Please plan accordingly.
Accelerating the Program
Teacher candidates may be able to graduate a semester early if they plan carefully and complete all degree requirements. As a B/MT candidate, you can finish in four and one-half years if:
- you entered UVa with AP, IB or transfer credits or took overloads during previous semesters
- you attend a three-week intensive summer session between the 4th and 5th years to complete EDIS 7991 (Field Project) and EDIS 7100 (Contemporary Issues in Education)*
- you are not working towards dual endorsement, which requires two semesters of full-time internships
*Effective May 2018, EDIS 7991 is not required for Special Education candidates.
As a PG/MT candidate, you can finish in one and a half years if:
- You are willing to attend a three-week summer session between the 1st and 2nd years to complete EDIS 7991 (Field Project) and EDIS 7100 (Contemporary Issues in Education).
- you are not working towards dual endorsement, which requires two semesters of full-time internships
Change of Status
Change of status includes such activities as Leave of Absence (e.g. medical leave) or Withdrawal from the program, or moving to Part-time status (used most frequently during the last semester). Status has graduation requirement, registration, and perhaps more importantly, financial implications, so it is vital that changes be recorded properly and timely.
Teacher candidates who need a change of status must fill out a Change of Status Form. This form should be returned to the Teacher Education Office (Bavaro 326) with the advisor’s signature.
As noted previously in this handbook, there are a number of expectations for entering and/or remaining in the Teacher Education program. These expectations include:
- GPA of 2.7, major GPA of 3.0
- Earning cut scores on required tests
- Submitting required documentation in a timely manner
- Satisfactory evaluations in clinical experiences
- Meeting the Professional Performance Standards as assessed by the faculty
When faculty suspect a student is in danger of failing to meet program requirements, the following course of action is taken:
- The student is asked to meet with his/her advisor to discuss and remediate the concern.
- In the case of continued low academic performance, the student may be asked to leave the program.
- In other cases, the student may be placed on a Performance Improvement Plan (PIP) or Contract. The PIP will be created with the student by the advisor (and in the case of a teaching Internship, with the University Supervisor and seminar instructor), and signed by the CISE Department Chair. Failure to meet the terms of the contract typically results in the removal of the student from the program. The Teacher Education Office maintains and tracks progress on the contracts.
- In some cases, the student is encouraged to take a leave of absence to consider appropriate next steps. Students who return from leaves are typically placed on a contract to ensure past concerns are not repeated.
Students asked to leave the program have the following options:
- In the case of B/MTs, they may complete their undergraduate studies and graduate with a bachelor’s degree. Continued interest in teaching licensure may be pursued through a graduate program at another institution.
- Students have the option of pursuing alternative licensure options available from the state, although additional coursework may still be needed.
Problems which occur in direct association with courses or advising should first be discussed with the Program Director or Departmental Chair. The Assistant Dean for Academics and Student Affairs, Catherine Brighton, serves as a student advocate and ombudsperson to assist all students. She is also the “first line of appeal” after the Department Chair. Please use the services of your advisor, the Teacher Education Office, or the Office of Student Affairs if you need special help of a personal or professional nature.