EDUCATION PREPARATION PROGRAM

Newsletter
September 2016

Vol. 1 Issue 1

Message from
Dr. Zaki Sharif, Interim Dean
Welcome to the Inaugural Issue of the CSUEPP Update. As our profession continues to embrace change, we must be mindful
of forces that enrich as well as interfere with its development. National, state and local efforts to improve multiple dimensions
of the educational process provide the impetus for practitioners, researchers and community leaders to reexamine challenges
facing us. These challenges include strengthening our professional preparation, making the ethical commitment to educate
all individuals and modeling inclusive practices that support the Conceptual Framework, Teacher as Reflective Educators
who Practice Evidence-based Instruction.

Message from
Ms. Shirley Farrar, Director of TEAP-C
The mission of the TEAP-C is to orchestrate complementary
and coordinated services with University College for first
and second year students early in their careers to ensure
academic success, facilitate retention and strengthen the
positive outcome of graduating on time. Support services for
prospective education majors are offered in the Joshua I.
Smith Center for Education and Natural Sciences (JISC)
building where the College of Education is housed.
Teacher Education Interview Schedule and
Admission Processing Dates
Application Admission Interview
Acceptance
Deadline
Letters
Candidates
TEAP-C will forward
After all
who wish to names of qualified
admission
be admitted
applicants to the
criteria are met
to Educator
Department of
and GPAs for
Preparation
Professional
fall 2016 are
Programs in Education.
posted and
spring 2017
Department personnel
researched,
must submit will contact candidates TEAP-C will
applications and faculty to schedule forward a letter
by October
interviews between
of acceptance
1, 2016.
Nov. 2 and Nov. 18,
by January 31,
2016.
2017.
Interview Preparation: Following the submission of
completed application along with other required items,
TEAP-C will schedule group activities and individual
sessions as needed to prepare candidates for the admission
interview. Interview preparation will occur approximately
between October 5 and November 1.

The Conceptual Framework:

Teacher as Reflective Educators Who Practice
Evidence-based Instruction

ADMISSION to Student Teaching

Students who plan to complete student teaching in
spring 2017 must formally apply to student teach
and pass the Ohio Professional Knowledge and
Content Area tests by November 30, 2016.
Students who plan to complete student teaching
during the fall 2017 must formally apply to
student teach and pass the Ohio Professional
Knowledge and content Area tests by April 15,
2018.
Students not meeting student teaching
requirements prior to November 30, 2016 (for
spring student teaching) will not be admitted to
the clinical (student teaching) practice. Students
will be notified by December 15, 2016 of
acceptance to spring 2017 Student Teaching.

THE CONCEPTUAL FRAMEWORK

OF THE

COLLEGE OF EDUCATION, CENTRAL STATE UNIVERSITY

TEACHERS AS REFLECTIVE EDUCATORS WHO PRACTICE EVIDENCE-BASED INSTRUCTION

Prepared teachers for classrooms of today and for the 21st century are effective, caring, and competent,
reflective practitioners. They have the knowledge, skills, and dispositions to prepare their diverse
students for lifelong learning. Reflective teachers guide student learning using a variety of strategies,
media, and experiences. In this process, pre-service teachers develop the ability to generate alternatives,
make rational informed choices, and assume responsibility and accountability for those choices.
The conceptual framework provides the direction for programs, courses, candidate performance,
scholarship, service, and unit accountability. Coherence exists among the conceptual framework,
courses, field experiences, student teaching, and learner outcomes what teacher candidates and
graduate candidates know and are able to do.
The capacity to reflect on action for continuous learning is one of the defining characteristics of
professional practice. The conceptual frameworks organizing theme, Teachers as Reflective
Educators, is the guiding principle for program implementation, assessment, evaluation, and
effectiveness. Components of the framework which reflect competencies of Central State University
teacher candidates include content knowledge, professionalism, problem solving, assessment, diversity,
technology, student achievement, and collaboration.