Faculty

View the School of Education Faculty.  

Vision & Mission of the School of Education

Our Vision

To be a model of excellence for solving complex educational problems through innovative and participatory teaching, scholarship, and community engagement.

Our Mission

We transform students, schools, and communities through professional preparation, collaborative partnerships, and the translation of research into action.

We Value:

Innovative Teaching and Learning

Providing innovative and rigorous curricula through outstanding instruction and clinical supervision.

We will -

1. Cultivate transformative leaders
2. Model teaching excellence and innovation
3. Demonstrate content area expertise
4. Address local and global challenges in education through offering traditional and non-traditional learning experiences
5. Incorporate multiple perspectives in curricular materials

Influential Research

Engaging in rigorous, ongoing, and actionable research that impacts educational practice and policy.

We will -

1. Publish actionable research consistently
2. Showcase faculty research in School of Education communications
3. Develop school, community, and university research partnerships, locally and globally
4. Pursue high impact grant and contract opportunities
5. Disseminate research through conferences and outreach opportunities

Community Engagement

Fostering collaborative educational partnerships through research, professional development, and outreach services.

We will -

1. Collaborate with community partners to identify educational needs
2. Draw on research and practice to develop and implement innovative solutions
3. Empower the SOE community to design and deliver responsive professional development
4. Provide an excellent facility and responsive support for our outreach efforts
5. Leverage SOE expertise for the College and larger community for discussing, challenging, and influencing educational policies and programs

Cultural Competence and Diversity

Preparing culturally responsive, ethical, reflective, and collaborative leaders to transform schools and communities.

We will -

1. Respect ourselves and others
2. Be open-minded, collaborative, and inclusive
3. Promote and model cultural competencies
4. Treat everyone with dignity
5. Strengthen and expand our diversity

Positive climate

Supporting a safe, caring, and thriving community.

We will -

1. Demonstrate caring, open, and honest communication
2. Treat others with civility and respect
3. Foster faculty and staff enrichment and learning
4. Behave ethically
5. Confront bullying, harassment, and intimidating and threatening behaviors

Clear and Supportive Organizational Structures

Creating and maintaining administrative, organizational, and governance structures that support our vision, mission, and values.

We will -

1. Use our vision, mission, and values to set priorities
2. Challenge behavior inconsistent with our vision, mission, and values
3. Monitor the implementation of the strategic plan
4. Advocate vigorously for the School of Education
5. Engage in continuous improvement

Approved by the faculty on March 18, 2015

The Conceptual Framework

The Conceptual Framework of the School of Education at the College of William and Mary incorporates a shared view of how to best prepare our graduates to deliver services to children, schools, families, and communities in a manner that will promote educationally and psychologically healthy environments in a pluralistic society. This framework embodies the essential elements for our programs, courses, teaching, student and faculty scholarship, and student performance. As an integrative whole, the framework is comprised of the four main strands of the Content Expert, the Reflective Practitioner, the Educational Leader, and the Effective Collaborator, which we believe constitute a highly qualified professional who will positively and productively contribute to the lives of students, clients, community, and the profession.

1. Content Expert
   We believe fundamentally that professionals must have specific knowledge to learn in context and problem solve throughout a career. A profound understanding of disciplinary subject matter is vital. Content knowledge must be accompanied by pedagogical content knowledge for educational practitioners to be able to interpret, communicate, and construct knowledge that promotes learning (Shulman, 1987; Abell, Rogers, Park, Hauscin, Lee, & Gagnon, 2009) and to understand the role of identity in knowledge construction (Tatum, 1999). The value of our long-standing commitment to intellectualism by our faculty is confirmed by recent research conducted by Hill, Rowen and Ball (2005), Krauss, Brunner, Kunter, et al.,(2008), Goldhaber and Anthony (2003), and Griffen, Jitendra, and League (2009) that validates the need for intellectual rigor in subject matter. The role of our programs is to provide opportunities and a local, national, and international context for students to build and evaluate knowledge that equips them to work in a diverse global society (Banks, 2008). To accomplish this goal, we encourage students to master content appropriate to their disciplinary foci, consider diverse perspectives, participate in engaged learning, reflect on their actions, and generate responses based on research and best practice. The organization and transfer of knowledge and skills across these experiences results in deeper learning for our students and those whom they will serve.
2. Reflective Practitioner
   Our beliefs and preparation programs emanate from the continuing scholarship on reflective practice by Dewey (1901, 1933), Schon (1983, 1987), Kolb (1984), Johns (1994), Zeicher and Liston (1996), Newman (1999), Sherwood (2005), and others. We believe that ideal professional preparation produces an educator who can “reflect-in-action” and “reflect-on-action.” According to research-based principles of reflective practice, learning does not occur through direct transmission of knowledge from instructor to student. Instead, instruction provides students in all fields of education with multiple opportunities to articulate their own ideas, experiment with these ideas, construct new knowledge, and make connections between their professional studies and the world in which they live and work. To this end, the School of Education cultivates a style of reflective practice that embraces the role of data, active inquiry, careful analysis, and thoughtful decision-making that leads to effective and culturally responsive pedagogy (Gay, 2000; Ladson-Billings, 1994). This reflective practice begins with self-examination of one’s own identity and the myriad ways that identity and life experiences influence one’s view of the world. We believe that teaching is a cognitive process that involves decision making (Sergiovanni & Starratt, 1993), and we hold that our responsibility is, in large part, to educate our students to reason soundly and to perform skillfully. Although students in our programs prepare for specialized roles, we focus overall on the development of analytic and creative practices through which they can approach new issues and problems in a proactive way throughout their educational careers.
3. Educational Leader
   Given the strengths of our students and preparation programs, we expect that our graduates will assume leadership roles in a variety of educational and societal settings. We broadly define educational leadership to include traditional positions such as preK-12 and university administrative assignments, as well as emerging and expansive roles such as leaders in research and scholarly positions, teacher-leaders, and leaders in the counseling and school psychology professions. To prepare our graduates for these varied roles within their respective specializations and career settings, we aspire to equip them with the essential skills and dispositions requisite for successfully supporting innovation and excellence across the field of education (Fullan, 2005; Fullan, Bertani, & Quinn, 2004; Hattie, 2009). Among the important abilities that will inform the leadership practices of our graduates are research-based technical skills, conceptually sound decision making, thoughtful and informed problem solving, and clear and inclusive communication. We expect our students to embrace and model ethical principles in all aspects of their work. As reflected in these ideals, we hope our graduates develop a personal sense of competence and confidence in leadership roles that encourages resilience in coping with and promoting desired change within the context of a globally connected environment (Zhou, 2009). Further, we expect our graduates to conduct and apply research for the public good through their schools, clinics, and community and state organizations (Anyon, 2005; Ladson-Billings & Tate, 2006). Ultimately, we believe that our graduates will contribute significantly to the educational organizations in which they work and thereby improve the quality of life of the students and other individuals they serve (Hallinger & Heck, 1996; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Marzano, Waters, & McNulty, 2005).
4. Effective Collaborator
   Finally, we promote and develop the use of a collaborative style for working effectively and cooperatively in professional communities, no matter how broadly or narrowly defined. As Glaser (2005) states, a collaborative style empowers individuals and groups to make changes necessary for improvement. We find the evidence compelling that partnerships among professionals, as well as between academic and non-academic realms, are critical for the successful education of all students, as such collaboration allows students to take full advantage of their schools’ academic opportunities (Baker et al, 2009). Collaboration aids in the interpretation of data, the development of goals and interventions, and the measurement of progress (Camizzi, Clark, Yacco, & Goodman, 2009; INTASC, 2007), which are all integral to understanding students and meeting their individual needs. In addition to professional partnerships, it is vital for educators to build positive and effective relationships with the racially, culturally, economically, and linguistically diverse families and communities we serve (Delpit, 1995; Sleeter, 2008). We believe that programs that prepare individuals who will assume roles of teaching, service, and leadership must expect graduates not only to demonstrate effective collaborative skills but also to model these skills for their students (INTASC, 2007).

A Dynamic and Core Framework

The Conceptual Framework of the School of Education must be adaptable to the experience and background of the candidates within programs, the relative importance of the four strands within program areas, and to the external forces of our society. The dynamic nature of the framework is most clearly demonstrated by the relative emphasis placed on the four strands by each program. While all of our graduates embody the core qualities of the Content Expert, Reflective Practitioner, Educational Leader, and Effective Collaborator, we recognize and account for the valid and important degrees of emphasis, distinction, and definition that these core concepts take not only in a program area, but also with regard to the unique strengths and weaknesses of each student and over the duration of the professional life of a graduate and beyond.

Ultimately, the Conceptual Framework reflects the core elements of a graduate of the School of Education and, as such, it provides a structure for our programs and a process for generating and responding to new knowledge. The framework guides the experiences we require of students in their programs. The framework also provides the basis for the expectations and the evaluation of candidates and their programs. Through the process of candidate and program evaluation, we expect that our programs will produce highly qualified professionals and continuously evolve in response to our students’ experiences within the program and our graduates’ contributions to the profession as practitioners.

Education Program Requirements

Program Objectives for Students

Students who complete one of the Education programs are expected to develop and demonstrate a variety of knowledge, skills and attitudes considered by the faculty to be essential characteristics of an effective liberally educated school teacher. For instance, students are expected to develop and demonstrate knowledge of the disciplines and subject matter related to school curriculum; the developmental characteristics of children; cultural and individual differences among children; principles of learning; principles of curriculum and instructional theory; principles of measurement and evaluation; principles of classroom management and discipline; the use of media and computers in education; the role of the school in society; federal, state and local policies and procedures; and support services, professional organizations and resources relevant to education. With respect to skills, students are expected to develop and demonstrate their ability to communicate effectively; to assess the characteristics and learning of students; to develop and implement an instructional plan appropriate for K-12 children; to organize and manage a classroom; and to interact effectively with students, parents and other professionals. Lastly, as they progress through the program, students are expected to develop and demonstrate respect for individual differences; respect for principles of fairness and justice; commitment to teaching and professional growth as evidenced by responsibility and enthusiasm; a positive self-concept; willingness and ability to collaborate professionally; and willingness and ability to consider alternatives judiciously.

Admissions Criteria and Procedures

Admission to baccalaureate study at The College of William & Mary does not automatically include admission to programs in the School of Education. Rather, students apply for admission to a program during the second semester of the sophomore year or first semester of the junior by completing an application form that can be obtained on the School of Education Admissions website.

Admission to the undergraduate education program requires an overall grade point average of at least 2.0 in course work completed to date. After the application forms are submitted, the Office of Academic Programs verifies the applicants’ prior course work and grade point average. The applicants’ admission applications are then reviewed. Questions pertaining to the admissions process should be directed to The Office of Academic Programs in the School of Education.  

Student Advisement

Students are urged to take full advantage of the advisement services in the School of Education. During their freshman and sophomore years, they are encouraged to talk with faculty in the School about potential careers in teaching. Upon admission to an education program, individual students are assigned academic advisors who are faculty members in the program. Before registering for education courses, students should meet with their advisors to discuss academic, personal and professional goals; to review both the academic regulations of the College and the specific course requirements for teacher licensure; and to plan a program of studies in education. Advisors work with the students throughout their junior and senior years.

Transportation

All field experiences take place In K-12 classroom settings. Students are placed in schools within a 60 mile radius of the School of Education. This placement could be up to a 45 minute drive from campus. Students are responsible for getting to practica and student teaching placements. Students should provide their own transportation. Taking public transportation is an option, but not always practical, and will only work If placed in the Williamsburg-James City County School Division. Relying on others for rides is never an optimum arrangement.

Field Experience and Continuation Policy

Student Teaching Semester

Exit Criteria and Procedures

Licensure Testing Requirements

Students are required to achieve passing scores on assessments prescribed by the Virginia State Board of Education, both for program completion and for licensure. These assessments include Praxis Core Academic Skills for Educators Test (or an allowed substitution), Praxis II, the Virginia Communication and Literacy Assessment (VCLA), and the Reading for Virginia Educators (RVE) assessment, if applicable. Complete information about assessments can be found on the Virginia Department of Education web site at http://www.doe.virginia.gov/teaching/licensure/profassessment.pdf.

Praxis Core Academic Skills for Educators Test is an academic skills assessment of reading, writing, and mathematics.  Registration information for the Praxis Core Academic Skills for Educators Test is available on the ETS website (http://www.ets.org/praxis/register).   There are three alternate means by which a teacher candidate may meet the Praxis Core Academic Skills for Educators Test requirement in lieu of taking the full battery of  subtests (i.e., reading, writing, and math).

• SAT Qualifying Score Option:  A composite score of 1170 with at least 580 on the Evidence-based Reading and Writing Section and 560 on the Math section if taken on or after March 1, 2016.  A composite score of 1100, with at least 530 on the verbal and 530 on the mathematics tests (taken after April 1, 1995 and Prior to March 1, 2016) OR a score of 1000, with at least a 450 on the verbal and a 510 on the mathematics tests (taken prior to April 1, 1995).
• ACT Qualifying Score Option:  A composite score of 24 , with the mathematics score no less than 22 and the English plus Reading scores no less than 46 (if taken after April 1, 1995) OR a composite score of 21 may be substituted, with the ACT mathematics score no less than 21 and the English plus Reading scores no less than 37  (if taken prior to April 1, 1995).
• VCLA Qualifying Score combined with a Qualifying Score on the Mathematics Subtest of Praxis Core Academic Skills for Educators: Mathematics.  A composite score of 470 on the VCLA with subtest scores of at least 235 on writing and 235 on reading may be combined with a qualifying score on the mathematics portion of the Praxis Core Academic Skills for Educators: Mathematics subtest (minimum 150). 

The Praxis Core Academic Skills for Educators Test must be passed or substitution made the semester before student teaching.

Praxis II is a general content knowledge exam for elementary and secondary education teachers. The Praxis II exam must be passed prior to program completion.

VCLA - The Virginia Communication and Literacy Assessment (VCLA) is a test of communication, reading, and writing skills. This test is required for individuals seeking an initial Virginia teaching license and program completion. Current information is available on the web at www.va.nesinc.com. The Virginia Communication and Literacy Assessment must be passed prior to program completion.

RVE- The Reading for Virginia Educators: Elementary and Special Education (RVE) assessment is a test of knowledge of reading instruction. This test is required for individuals seeking licensure in elementary education and program completion. Registration information for the RVE is available on the ETS web site (http://www.ets.org/praxis/register). The Reading for Virginia Educators assessment must be passed prior to program completion.

Students are responsible for providing copies of official score reports for all required assessments to the Office of Teacher Education and Professional Services.

Registration information for all tests is available in the Office of Teacher Education and Professional Services or on the Office of Teacher Education and Professional Services web site. Complete information about assessments can be found on the Virginia Department of Education web site at http://www.doe.virginia.gov/.

(Note: Teacher candidates must take and pass the state of Virginia’s mandated licensure assessments for program completion. In the event that the Virginia Department of Education implements a change in the required assessment for basic communication/literacy, reading, pedagogy, or content knowledge, then the new state-mandated assessments(s) will be required for program completion in lieu of the former assessment.)

Support Services, Facilities and Programs

Office of Academic Programs

This office serves as the point of contact for School of Education undergraduate admissions; course scheduling and other curriculum and programmatic offerings; and advisor assignments. Although the Office of the University Registrar processes registration and any subsequent changes in registration, this office works closely with the registrar’s office to insure close and effective coordination of all course registration and any changes which might emanate from registration. Further, although specific advisors are assigned to admitted undergraduate students, professionals in this office are prepared to respond to questions regarding undergraduate curricular programs and academic policies and practice. You may reach this office by calling 221-2317.

Clinical Experiences

In collaboration with faculty, the Associate Dean for Teacher Education and Community Engagement and the Director of Clinical Placements and Licensure are responsible for arranging and coordinating all clinical educational experiences, including early field experiences, clinical experiences within courses and student teaching. These clinical experiences are closely coordinated in an effort to enhance learning and reduce duplication for students, faculty and public school personnel.

Learning Resource Center

The School of Education maintains a Learning Resource Center (LRC). This center supplements the resources of Swem Library and supports the particular needs of the School of Education with curriculum materials, teaching aids, periodicals, psycho-educational tests and Virginia Department of Education adopted textbooks. The center houses a growing collection of curriculum software and videodisc products. Also included in the LRC are a debit card operated photocopier, three videotaping labs and a variety of audiovisual equipment. Use of these facilities by students in the School of Education may be scheduled by contacting the LRC staff at 221-2311.

Teaching Licensure

The Associate Dean for Teacher Education and  Community Engagement processes all applications for teaching licenses in Virginia and in other states. Completed applications and all required fees should be filed with the Director of Clinical Placements and Licensure two weeks prior to graduation.

Kappa Delta Pi Alpha Xi Chapter

Kappa Delta Pi, an international honor society in education, was first organized in 1911, and the Alpha Xi Chapter at the College of William & Mary was chartered in 1927. The purpose of Kappa Delta Pi is to encourage high professional, intellectual and personal standards and to recognize graduates of the College for their outstanding contributions to education. To this end, the organization invites to membership persons who exhibit commendable personal qualities, worthy educational ideals and sound scholarship. The organization endeavors to maintain a high degree of professional fellowship among its members and to quicken professional growth by honoring achievement in educational work. Both men and women are eligible for membership. Invitation to the honor society is based on completion of at least 12 semester credit hours in education and a minimum cumulative grade point average of 3.25.

The Alpha Xi Chapter of Kappa Delta Pi annually sponsors grants and initiates service projects to benefit members of the School of Education. Inquiries about this scholarship and the organization should be forwarded to the Chapter’s counselor.

Baccalaureate Degree Programs

• Elementary Education, 2nd Major   
• Secondary Education (6-12), English  
• Secondary Education (6-12), Foreign Language (preK-12)  
• Secondary Education (6-12), Mathematics  
• Secondary Education (6-12), Science  
• Secondary Education (6-12), Social Studies 
• English as a Second Language (ESL) Dual Endorsement  

Five-Year Bachelor’s-to-Master’s Degree Option

Five-Year Bachelor’s-to-Master’s Degree Option  

Educational Studies Minor

Educational Studies Minor  

(Global Education Track or Policy and Equity Track)

Courses

• EDUC 260 - “Truthiness” in Education
• EDUC 301 - Educational Psychology
• EDUC 302 - Characteristics of Exceptional Student Populations (Elementary Education)
• EDUC 303 - Introduction to Classroom Organization, Management and Discipline
• EDUC 305 - Instructional Technology and Design (Secondary Education)
• EDUC 309 - Classroom Adaptations for Exceptional Students (Secondary Education)
• EDUC 310 - Social, Philosophical, Cultural, and Historical Foundations of American Education
• EDUC 311 - Classroom Management and Discipline (Secondary Education)
• EDUC 312 - Characteristics of Exceptional Student Populations (Secondary)
• EDUC 315 - Differentiating and Managing Diverse Classrooms Practicum Secondary
• EDUC 317 - Topics in Educational Studies
• EDUC 330 - Designs for Technology-Enhanced Learning - Elementary
• EDUC 340 - Assessment of Learning
• EDUC 345 - Differentiating and Managing in Diverse Classrooms Practicum:Elementary
• EDUC 350 - Concepts in Collaborative Peer Health Advocacy
• EDUC 360 - Globalization and Education
• EDUC 361 - Applied Community Engagement: Leading Alternative Breaks
• EDUC 362 - Community Engagement on Campus
• EDUC 363 - Community Engagement in Practice
• EDUC 369 - Methods in Teaching ESL, PreK-12
• EDUC 370 - Understanding Language: Second Language Acquisition, Theory, and Practice
• EDUC 371 - ESL Curriculum Design: Teaching ELLs in the U.S.
• EDUC 400 - Problems in Education
• EDUC 405 - Elementary Social Studies Curriculum and Instruction
• EDUC 406 - Elementary Science Curriculum and Instruction
• EDUC 407 - Elementary Mathematics Curriculum and Instruction
• EDUC 410 - Elementary Reading/Language Arts Curriculum and Instruction
• EDUC 411 - Classroom Adaptations for Exceptional Student Populations (Elementary Education)
• EDUC 412 - Reading and Language Arts Curriculum and Instruction (Practicum)
• EDUC 414 - Student Teaching Seminar (Elementary Education)
• EDUC 415 - Supervised Teaching in Elementary Education
• EDUC 417 - Topics in Educational Policy and Equity
• EDUC 418 - ESL Dual Endorsement Practicum
• EDUC 420 - Secondary English Curriculum and Instruction Practicum
• EDUC 421 - Children’s Literature
• EDUC 425 - Trends and Legal Issues in Special Education
• EDUC 426 - Char & Adapt for DD & Autism
• EDUC 429 - Secondary Mathematics Curriculum and Instruction Practicum
• EDUC 434 - Secondary Foreign Language Curriculum and Instruction Practicum
• EDUC 436 - Secondary Science Curriculum and Instruction Practicum
• EDUC 437 - Secondary Social Studies Curriculum and Instruction Practicum
• EDUC 438 - Instructional Planning in Secondary English
• EDUC 438P - Instructional Planning in Secondary English - Practicum
• EDUC 439 - Instructional Planning in Secondary Mathematics
• EDUC 439P - Instructional Planning in Secondary Mathematics - Practicum
• EDUC 440 - Curriculum and Instructional Methods (Social Studies)
• EDUC 441 - Curriculum and Instructional Methods (English)
• EDUC 442 - Curriculum and Instructional Methods (Foreign Language)
• EDUC 443 - Curriculum and Instructional Methods (Mathematics)
• EDUC 444 - Curriculum and Instructional Methods (Science)
• EDUC 445 - Instructional Planning in Secondary Foreign Language
• EDUC 445P - Instructional Planning in Secondary Foreign Language - Practicum
• EDUC 446 - Instructional Planning in Secondary Science
• EDUC 446P - Instructional Planning in Secondary Science- Practicum
• EDUC 447 - Instructional Planning in Secondary Social Studies
• EDUC 447P - Instructional Planning in Secondary Social Studies - Practicum
• EDUC 449 - Secondary Curriculum and Instruction Seminar (English)
• EDUC 450 - Secondary Curriculum and Instruction Seminar (Mathematics)
• EDUC 451 - Secondary Curriculum and Instruction Seminar (Foreign Language)
• EDUC 452 - Secondary Curriculum and Instruction Seminar (Science)
• EDUC 453 - Characteristics and Accommodations for Students with Mild/Moderate Disabilities in the General Curriculum
• EDUC 454 - Secondary Curriculum and Instruction Seminar (Social Studies)
• EDUC 456 - Characteristics and Adaptations for Students with Developmental Disabilities and Autism Spectrum Disorders
• EDUC 460 - Content Reading and Writing
• EDUC 461 - Content Reading and Writing Practicum
• EDUC 470 - Leadership Theory and Application
• EDUC 475 - Elementary Social Studies Curriculum and Instruction Practicum
• EDUC 476 - Elementary Science Curriculum and Instruction (Practicum)
• EDUC 477 - Elementary Mathematics Curriculum and Instruction (Practicum)
• EDUC 491 - Independent Study in Education
• EDUC 494 - Internship in Supervised Teaching (Social Studies)
• EDUC 495 - Internship in Supervised Teaching (English)
• EDUC 496 - Internship in Supervised Teaching (Foreign Language)
• EDUC 497 - Internship in Supervised Teaching (Mathematics)
• EDUC 498 - Internship in Supervised Teaching (Science)
• EDUC 499 - Seminar in Teaching