Students should plan academic loads in consultation with an Academic Advisor. For traditional courses, one hour of study should be allocated for each hour of classroom work. For accelerated courses, students should plan on 8-12 hours of work per week outside of class, depending upon the nature and length of the course. Academic load is designated as follows:

• Full-time..................... 12 or more credit hours
• Three-fourth time........9 - 11 credit hours
• Half-time.....................6 - 8 credit hours
• Less than half-time.....1 - 5 credit hours

Laboratory courses normally carry one credit hour for each two hours spent in the laboratory. All courses carrying the same title (regardless of delivery method) are identical in quality and include the same educational outcomes and course objectives.

Based on the Credit Hour/Load Hour chart below, a student will be required to gain approval for more than 18 credit hours in one trimester or 18 load hours in any portion of the trimester. Approval is through the Program Chair, with input from the Academic Advisor.

See your Academic Advisor for the Overload Request Form. Requests for course overloads will be evaluated based on outside workload, cumulative GPA (3.0 or higher is generally required), types of courses requested, academic strengths and weaknesses, and motivation. A written explanation of the reason for the overload must be submitted along with the Overload Request Form.

A credit hour and load hour are equal with one exception. Load hours for all accelerated courses are twice the credit hours. The chart below equates the credit and load hour for most of our courses.

The majority of Franklin University students are working full time with outside responsibilities and commitments. It is highly recommended that these students continue to register for classes averaging 8-12 credit hours each trimester or 12 load hours in any portion of a trimester. Only students working part time or with minimal outside commitments should consider registering for classes at the maximum credit hour/load hour. The workload of accelerated courses will be emphasized through the Learning Strategies (PF 121/321) course.

Class Level

The following defines student class levels:

• Freshman.......0 - 29 credit hours
• Sophomore....30 - 59 credit hours
• Junior.............60 - 89 credit hours
• Senior............90 or more credit hours

Course Credit Hour and Load Hour Equivalency

Students who are seeking a degree must meet all the requirements for the degree(s) and major program(s) in effect at the time they declare in writing a specific degree and major and earn credit toward the degree. However, students may elect to pursue updated degree and major program requirements specified in a subsequent Academic Catalog. Program Chairs have the authority to consider appropriate substitutions to major program requirements. Special regulations concerning transfer credit are explained under the section “Transfer Student Guidelines.”

Students who are seeking a degree but have not selected a major program are classified as “undeclared,” and will be expected to meet all course prerequisite requirements.

Students must meet with an Academic Advisor prior to registering for classes if it has been one year or more since they completed a trimester at the University. Students must complete a Re-Entering Student Application to update their records. Students who do not complete any courses at the University for five years or more must complete the requirements in effect when they return.

Students changing majors must complete the major area requirements and associated General Education and/or Business/Professional Core requirements in effect at the time the major declaration notice is filed with the Academic Advisor.

Students seeking a degree must attain the requirements for an associate’s degree within four years or the requirements for a bachelor’s degree within eight years of the first trimester completed under a declared major program. Thereafter, a student is bound by current Academic Catalog requirements.

Specific major programs may have more stringent requirements. Students should refer to the sections of the Academic Catalog that describe particular major programs.

Students may elect to complete the requirements of more than one major program. Each major program successfully completed will be documented on the student’s academic record, noting both the major programs and dates of completion. Students adding majors must complete the major area requirements and associated General Education and/or Business/Professional Core requirements in effect at the time the major declaration notice is filed with the Academic Advisor.

The academic minor provides an opportunity to gain knowledge or skills in a topic area that complements the student's major area program of study. With careful planning, students may be able to complete the requirements for a minor without taking additional hours beyond those required for their degree program. Each academic minor successfully completed will be documented on the student's transcript.

Requirements

• All officially designated minors consist of 16 credit hours, of which at least half must be earned in residence at the University.
• Each minor course must be completed with a grade of “C” or higher and may not be take Credit/Non-Credit.
• General Education Elective, Major Area Electives, and University Electives may be used to fulfill the minor requirements.
• No more than four credits from the Major Area Required courses may be used to fulfill the Minor requirements. 
• General Education Required course may not be used to fulfill the minor requirements.
• Any prerequisites to courses in the minor must be honored

Complete the residency credit requirement (regardless of course delivery method such as online, face to face, hybrid, etc.): 

• Students seeking a bachelor’s degree must complete a minimum of 30 credit hours at the University to be eligible for a degree.
• Students seeking an associate’s degree must earn 20 credit hours overall in residence at the University to be eligible for a degree.

A student must have 40 credit hours overall that are equivalent to 300/400 level University courses for a bachelor’s degree. A student must have a minimum of 12 credit hours of courses that are equivalent to 200 level or above for an associate’s degree.

A student must have 20 credit hours in the major area that are equivalent to 300/400 major level courses for a bachelor’s degree. A student must have 12 hours of major area courses that are equivalent to 200 level or above for an associate’s degree. A minimum 2.25 GPA is required in the major area for students enrolled in either the associate’s or bachelor’s degree programs, and each major course must be completed with a grade of “C” or better to count toward degree requirements. For those bachelor degree programs that include Major Foundational Courses each Major Area Required course and each Major Area Elective course must be completed with a grade of “C” or better to count toward degree requirements.

Major Foundational Courses 
Majors that include major foundational courses are: Accounting, Applied Management, Business Administration, Business Forensics, Energy Management, Entrepreneurship, Financial Management, Financial Planning, Forensic Accounting, Human Resources Management, Logistics Management, Management & Leadership, Marketing, Operations & Supply Chain Management, and Risk Management & Insurance. These courses form the foundation of the related academic disciplines appropriate for a business associate or baccalaureate degree. Their purpose is to provide students with a conceptual understanding of organizations, how the functional areas interrelate to achieve organizational goals, and how to apply professional decision-making competencies and technical skills in today’s environment. After completing the business foundational courses, graduates will be able to: 

• analyze an organization’s accounting information in order to develop sound business decisions,
• identify and apply valuation models relevant to an organization’s financial decisions,
• identify the impact of forces influencing the major functional areas of business (e.g., ethical, legal, technological, economic, global and social),
• apply marketing activities to the delivery of goods and services in business-to-business and business-to-consumer markets, and
• apply interpersonal and resource management skills to enhance business success

Business Principles (BSAD 110) is a business major foundational course prerequisite. Transfer students with the equivalent of four business courses are not required to take Business Principles.
 

The capstone course cannot be transferred into the University. This is a course designed to integrate and assess the learning outcomes specific to each major as a whole. This course should be taken as the last major course. If, given the academic scheduling process and the student’s projected graduation date, this is not possible, then the student should have Senior Standing (90 or more credit hours), plus the skill-based General Education courses (COMM, SPCH, ENG, MATH, COMP), all business or professional core courses, and the capstone prerequisite courses.

Students pursuing subsequent bachelor’s degrees must earn in residency a minimum of 30 credit hours at the 200 level or above, of which a minimum of 16 credit hours must be major area courses equivalent to 300/400 level courses.

Students seeking an additional bachelor’s (or associate’s) degree must successfully complete a minimum of 30 credit hours (including the major requirements) after the first bachelor’s (or associate’s) degree was awarded (See also “Subsequent Degree”).

Transfer credit and credit awarded on standardized exams, proficiency exams or portfolio credit awarded by another institution will not count toward the residency requirement the University. Credit awarded based on proficiency examination or portfolio evaluation conducted by Franklin University may apply as appropriate major area credit, but will not reduce the hours required toward the residency requirement.

To be awarded a degree, students must:

1. Successfully complete all courses required in the degree program (including General Education),
2. meet these grade point average (GPA) requirements:
   • attain a minimum cumulative GPA of 2.00, and
   • attain a minimum GPA of 2.25 in the major area, and each major area course must be completed with a grade of “C” or better to count toward degree requirements, complete the residency requirements,
3. complete the residency requirement,
4. complete the payment of all requisite tuition and fees, and
5. not be under disciplinary dismissal due to academic dishonesty or a violation of the Student Code of Conduct

The Undergraduate Advanced Certificate program is a undergraduate-level program of study that concentrates on a specific body of knowledge within a field of study. It is intended to prepare, upgrade, or retrain a person for immediate application of the knowledge learned. The credits earned as part of this program of study can be applied to a related degree program at Franklin University.

Undergraduate Advanced Certificate Program Requirements

• The program must have a minimum of fifteen (15) credit hours with at least twelve (12) of those credit hours earned at Franklin University
• Students must adhere to the same admissions standards as those entering the undergraduate program
• All applicable prerequisites must be taken prior to enrolling in the required certificate courses
• Courses must be completed with a grade of “C” or better
• A minimum cumulative grade point average (GPA) of 2.0 is required to receive the certificate

Nimet Alpay, Ph.D., Lead Faculty (Statistics)                   
Evan Chaloupka, Ph.D., Lead Faculty (English)
Laurie Crawford, MBA, M.S., Lead Faculty (Professional Foundations)
Brenda Jones, Ph.D., Lead Faculty (Speech, Communications)         
Michael Klingler, M.A., Lead Faculty (Learning Strategies, English)     
Kody Kuehnl, Ph.D., Lead Faculty (Science)                 
Ladorian Latin, Ph.D., Lead Faculty (Mathematics)             
Jenine Larrabee, M.A., Lead Faculty (ESL, Humanities)                       
Michael W. Posey, Ph.D., Lead Faculty (Communications, Humanities)     
Meghan Raehll, M.A., Lead Faculty (Humanities)             
Kelly Renner, Ph.D., Lead Faculty (Psychology)                 
Isidoro Talavera, Ph.D., Lead Faculty (Philosophy)            
Aimee Wagner, M.S., Lead Faculty (Science)

Graduates will be able to:

1. Communicate effectively
2. Employ the methods of inquiry, analysis, and evaluation characteristic of the natural sciences, social and behavioral sciences, and arts and humanities
3. Demonstrate and apply cultural knowledge
4. Critically assesses quantitative information and use mathematical models to draw conclusions

These outcomes are emphasized in the General Education courses. Through the University course design model, these foundational outcomes are also integrated throughout the curriculum.
 

A minimum of thirty-six (36) hours of General Education coursework must be included in each baccalaureate program of study. Exceptions are granted only with the agreement of the Academic Advisor and Program Chair and based on demonstrated proficiency. General Education electives may be selected from the college level humanities, social sciences, economics, mathematics, science, communication, writing, and professional foundations offerings. The General Education curriculum supports the Transfer Module adopted by the Ohio Department of Higher Education (ODHE) for the state’s public universities and community colleges and adheres to ODHE’s minimum General Education requirements for Associate of Science, Associate of Arts and Baccalaureate degrees.

If needed, English, reading and mathematics placement tests determine which, if any, developmental education courses are required. Students placing into these courses must pass them prior to enrolling in any course at the 200 level or above. Developmental education courses carry institutional credit only and do not count toward degree requirements for graduation.

• Students are generally required to pass Learning Strategies (PF 321) prior to enrolling in other courses. In certain cases, Faculty may allow students to co-register PF 321 with other courses. Students who enroll at Franklin with 30 or fewer hours of transfer credit are required to pass Basic Learning Strategies (PF 121) in place of PF 321. 
• Students must pass College Writing (ENG 120) prior to enrolling in any 200-level course. 
• Students must pass Interpersonal Communication (COMM 150) or Speech Communication (SPCH 100) prior to enrolling in any 300-level course

Students must also meet the University algebra competency requirement.

Franklin has designed several Bachelor of Science degree completion programs. These are designed for students who have completed an associate’s degree in one of the related areas: various applied health associate’s degrees for Allied Healthcare Management; various technical associate’s degrees for Applied Management, Energy Management, Entrepreneurship, and Logistics Management; various technology associate’s degrees for Information Technology; various technical associate’s degrees for Interactive Media Design; various technical associate’s degrees for Logistics Management; an associate degree or diploma in Nursing; and various public safety associate’s degrees (police science, corrections, EMS, fire safety) for Public Safety Management. Students entering these programs with an Associate of Applied Science (A.A.S.) or technical training and other college credit must satisfy General Education requirements for the program for a minimum of 36 hours of General Education.

To be eligible, students must:

• have achieved Senior standing (90 or more credit hours);
• have earned a cumulative GPA of 3.0 or higher in undergraduate coursework with no unresolved Incomplete grades (Students with a cumulative GPA between 2.75 and 2.99 may petition the graduate Program Chair for permission);
• and obtain approval from their Academic Advisor and the relevant graduate Program Chair.

Students may take no more than one graduate course in a session. All course prerequisite requirements must be met.

Students must pass courses that are prerequisites to other courses. A grade of Incomplete (I) is not sufficient for continuation to the second course. This rule may be waived only by written permission of an Academic Advisor in consultation with the appropriate Program Chair.

The assignment of a letter grade for a course is an indication of the student’s overall success in achieving the learning outcomes for the course. The course letter grade may be viewed as a summary statement of the student’s achievement in individual assessments (assignments and activities). These assessments are intended to identify for
students their strengths as well as those areas in need of improvement. Students work is assessed according to the guidelines below.

Course-level Grading Guidelines

• A.....90 - 100% of the total possible points
• B.....80 - 89% of the total possible points
• C.....70 - 79% of the total possible points
• D.....60 - 69% of the total possible points
• F.....<60% of the total possible points

Assessment (Assignment & Activities) Grading Guidelines

Students who have previously earned grades of “D” or “F” in any course currently offered at the University and who wish to improve their GPA may retake the identical course. Students may register in the normal manner. Upon completion of the repeated course, the previously earned grade will be converted to “DR” or “FR” and cumulative
averages only will be recalculated. Neither “DR” nor “FR” grades will be counted in the GPA. The earned grade in the retaken course will be counted in the student’s GPA for the trimester it is retaken. Credit for the course will be given only once.

This policy does not, at any time, supersede the required minimum academic standards for continued enrollment as defined in the Academic Catalog. Students retaking courses should consult the Financial Aid office to determine the consequences of financial aid or veterans benefits in course retakes.

Students who have earned 45 credit hours toward an associate’s degree or 90 credit hours toward a bachelor’s degree may review their degree audit. A degree audit is an official document indicating the number of credit hours and specific courses that are still needed to complete the requirements for the associate’s or bachelor’s degree.

Probation
An undergraduate student whose cumulative grade point average (GPA) is below 2.00 will be notified of academic probation as a warning that academic performance is below acceptable standards.Students using veteran’s benefits will not be eligible for benefit certification while on academic probation for more than two consecutive academic terms.

Suspension
Academic suspension is the cancellation of enrollment eligibility for one academic term. Students are placed on suspension when their cumulative GPA is below the minimum required for continued enrollment compared to credit hours attempted at Franklin University, as indicated by the following:

• 20-29 Credit Hours Attempted with a Minimum GPA of 1.10
• 30-59 Credit Hours Attempted with a Minimum GPA of 1.50
• 60-89 Credit Hours Attempted a Minimum GPA of 1.70
• 90-99 Credit Hours Attempted with a Minimum GPA of 1.90
• 100 and above Credit Hours Attempted with a Minimum GPA of 2.00

Required Standards of Academic Progress (SAPs) for financial aid eligibility, athletic eligibility, and eligibility to participate in designated extracurricular activities ma differ from the above scale. Students receiving financial aid should contact the Financial Aid office for clarification of these regulations.

Dismissal
Academic dismissal is cancellation of enrollment eligibility at Franklin University. Usually, dismissal occurs only after students have been placed on academic suspension, been reinstated and failed to achieve acceptable academic progress within a specified time.

Academically-suspended students seeking readmission to the University are required to meet with the Registrar and attain specific academic goals for continued enrollment.

Students may appeal actions based on the University’s academic standards to the Academic Readmission Committee.Students must appeal in writing to the University Registrar and include permission to release their University records to the Committee. Appeals must be submitted at least two weeks prior to the start of a trimester. The Committee will require readmitted students to meet specific academic goals for continued enrollment.

The Forgiveness Policy was designed to be used only by former students whose previous academic performance at the University was extremely poor (as determined by a cumulative GPA lower than 2.0), but who wish to return to the University. Usually, persons seeking permission to use the Forgiveness Policy have not been students at the
University for several years. However, occasionally it is appropriate for permission to be granted to students who have no break in attendance.

This policy gives students a one-time opportunity to have their GPA recalculated. Credit is granted for courses with a grade of “C” or better. The GPA is then based only on courses completed after implementation of the policy. To be eligible for any degree, students using the Forgiveness Policy must complete a minimum of 40 credit hours after implementation and are required to follow major program and degree requirements in effect when permission is granted. Questions regarding financial aid and veterans benefits should be directed to the Financial Aid office.

The Academic Readmission Committee has the authority to grant or deny permission to use the Forgiveness Policy. Students interested in further information should contact their Academic Advisor or the University Registrar no later than 30 days prior to the start of the trimester in which they request the policy to be implemented.

School of Education Requirements for Teacher Licensure
The School of Education provides programs of study for prospective teachers. Programs are designed to prepare graduates for entry-level positions on a variety of career paths as well as to be excellent preparation for further graduate study. The purpose of the Teacher Education Program is to prepare teacher candidates to become professional educators. Teacher Candidates will be evaluated to ensure they have the knowledge, skills, attitudes, and values which will enable them to welcome all learners, expect high outcomes, and inspire greatness in all students. The Teacher Education Program provides students with opportunities to become skilled and knowledgeable primary education (PK-5), middle childhood (4-9), adolescence to young adult (7-12) teachers, or intervention specialists: mild/moderate (K-12).

Post Baccalaureate Education Program
The Post Baccalaureate initial licensure program offers students who have completed a bachelor’s degree from an accredited institution of higher education, an institution recognized as a candidate for accreditation, or an institution recognized by the Council of Higher Education Accreditation the opportunity to complete the pedagogical and content coursework needed to apply for a Resident Educator initial license in Ohio. The number of courses needed to complete these licensure programs varies by individual and licensure requirements. Students submit transcripts to Franklin University for evaluation and are given a personalized program of study to meet the application requirements for their selected licensure.

Requirements for University Admission to Post Baccalaureate Licensure Program
All Post Baccalaureate students must hold a bachelor’s degree from a regionally accredited institution of higher education, an institution recognized as a candidate for accreditation, or an institution recognized by the Council of Higher Education Accreditation. International students who hold a bachelor’s degree or master’s degree from institution of higher education approved to offer degrees in their home country may also be considered for admittance into the Post Baccalaureate program. Courses considered as acceptable as direct transfers or substitutions for required Post Baccalaureate Program requirements will be awarded based on subject matter, age of the credit, prerequisites, level, and laboratory requirements. 

Requirements for University Admission to Endorsement Programs
The early childhood generalist (grades 4-5) and middle childhood generalist (grades 4-6) endorsement programs are offered at the post-baccalaureate level. Applicants to an endorsement program who are already licensed teachers must hold a bachelor’s degree from a regionally accredited college or university. Applicants to the early childhood generalist endorsement program must have an Early Childhood P-3 teaching license from the State of Ohio; applicants to the middle childhood generalist program must have a Middle Childhood license in two or more content areas from the State of Ohio.

The School of Education offers the following licensure/endorsement options:
Primary (PreK to Grade 5)

Middle Childhood (Grades 4 to 9) Education with concentration in any two of the following teaching fields:  Reading/Language Arts, Social Studies, Science, and Mathematics

Adolescent to Young Adult (Grades 7 to 12) Education in the following teaching fields:  Integrated Mathematics, Integrated Language Arts, and Integrated Social Studies

Intervention Specialist: Mild to Moderate (K to Grade 12)

Early Childhood Generalist Endorsement (added to PK-3 license)

Middle Childhood Generalist Endorsement (added to PK-3 license)

ENTRY STANDARDS for Initial Licensure Program
Students who wish to enroll in one of the School of Education teacher education initial licensure programs are considered pre-licensure. At the time of the admittance to the University students declare their licensure program, but are not enrolled into that program until they are approved for admission to the School of Education. All students admitted to Franklin University may apply for admission to the School of Education for an initial licensure program. 

Pre-licensure students are required to apply and be admitted into the School of Education in order to complete the program. All teacher education program policies, procedures, and deadlines must be followed and met by teacher candidates in order to be considered for admission to the programs, retained in the programs, and receive the University’s recommendation for licensure. The School of Education faculty and staff will communicate in writing all decisions and actions of the Teacher Education faculty regarding program admission, retention, and recommendation for licensure to teacher candidates.

Questions concerning any of the Teacher Education Programs should be directed to the School of Education through email at schoolofeducation@franklin.edu.

Requirements for Admission to Teacher Education Programs

• Have an cumulative GPA of 2.50 or better at time of admission
• Attain qualifying scores on Praxis Core Academic Skills for Educators: Mathematics (5732), Reading (5712), and Writing (5722)
• Complete the Declaration of Program Form (completed at University Admission Meeting)
• Complete an Intake Interview with School of Education faculty 
• Sign and submit a Statement of Assurance of Good Moral Character
• Hold a valid BCI background clearance check on file with the School of Education at the time of admittance to the School of Education
• Hold a valid FBI background clearance check on file with the School of Education at the time of admittance to the School of Education

Retention in the Teacher Education Program
Once a teacher candidate has been admitted to a Teacher Education Program, every attempt will be made to assist a teacher candidate in completing his or her professional preparation program, insofar as certain criteria are met throughout the program.

Criteria
All School of Education initial licensure programs have a series of program requirements that are embedded into the licensure program. Program requirements include, course associated program requirements, clinical field work requirements, GPA requirements, and admittance requirements.

Teacher Candidates must successfully complete all courses as well as all program requirements. Failure to meet program requirements will require the Department Chair of the School of Education to conduct a remediation meeting with the teacher candidate to resolve the unmet program requirement(s). If the teacher candidate fails to meet the embedded program requirements on an ongoing basis throughout the program the teacher candidate may be counseled out of the licensure program. 

Clinical Fieldwork Experiences
Clinical fieldwork is designed to provide the teacher candidates with authentic teaching and learning experience in P-12 school system. Any university student with a School of Education program code will be assigned clinical fieldwork each fall and spring semester. Clinical fieldwork is divided into two sections, clinical field experience and clinical student teaching experience. Clinical field experiences are clinical fieldwork experiences where the teacher candidate will spend, on average, a few hours a week in a P-12 partner school working with a cooperating teacher to complete course work assignments as well as assisting the cooperating teacher with classroom pedagogy and classroom management prior to the clinical student teaching experience. The clinical student teaching experience is a full-time, unpaid internship, required by Oho Law in the final semester of the licensure program where a teacher candidate shadows a cooperating teacher from a P-12 partner school for the entire semester. During the clinical student teaching experience, the teacher candidate will gradually assume the teaching duties, planning and delivery, until they are teaching the entire cooperating teachers’ course load. This will be done for approximately one month, until gradually releasing the teaching duties to the cooperating teacher. Clinical work gives teacher candidates an opportunity to apply academic content, professional and pedagogical course content, and methodology while participating in day-to-day classroom activities. Field assignments vary depending on the goals and learning objectives of the related course. Teacher Candidates are given opportunities to implement and demonstrate the knowledge, skills, and dispositions related to their field experience course in addition to observing, assisting, tutoring, instructing, and interacting with P-12 students, in-service teachers, and their administrators. Teacher Candidates receive constructive feedback from the university faculty, cooperating teachers, and building administrators during and after each field experience placement.

Teacher candidates are required to spend a substantial amount of time with PK-12 students and teachers in city, suburban, town, and rural locations as well as diverse socioeconomic and ethnically settings as part of program of study course work requirements. 

Teacher candidates must spend all of their clinical and field-based experience time in classroom settings directly related to their selected teaching field(s) (e.g. math, social studies, Early Childhood Grades PK-5, Middle Grades 4-9). Clinical field experiences are supervised through the P-12 cooperating teacher at the end of the semester. Clinical student teaching experiences are supervised through multiple on-site visits by the university supervisor. Placements for clinical fieldwork must be approved and arranged by the School of Education and K-12 partner school coordinator. Teacher Candidates may not secure their own placement through the processes outlined by the School of Education.

Permission to Student Teach
Student teaching applications will be approved if the following conditions are met:

• Attend an School of Education Student Teaching Meeting
• All Section of the Student Teacher Application Completed
• Passing Ohio Assessment for Educators Content Score(s)
• All Clinical Field Experience Remediation Completed
• All Pre-Student Teaching Program Requirements Completed
• Admitted to the School of Education
• Cumulative GPA ≥ 3.0
• BCI Background Clearance Check on file with the School of Education that is valid for the student teaching semester
• FBI Background Clearance Check on file with the School of Education that is valid for the student teaching semester

Student Teaching Evaluation
The clinical student teaching experience is divided into two courses, the common seminar course for all licensure programs and the field practicum. The common seminar course is designed like any other university course with required assignments throughout the semester. The evaluation of the field practicum of student teaching is a collaborative effort between the University supervisor, credentialed cooperating teacher, and the student teacher. A formative review takes place at mid-term and a summative review takes place at the end of student teaching. 

Recording Concerns with in Clinical Fieldwork
Should any faculty member, university supervisor, or P-12 partner school teacher/administrator have a particular concern about a teacher candidate’s level of professionalism or if a candidate has a concern about their ability to be successful in their clinical placement they must follow the set protocol to formally report the concern. If there is a concern while the candidate is in the field experience portion of their clinical fieldwork the concern is to be reported to the Department Chair of the School of Education. The Department Chair will investigate the concern and work jointly with the teacher candidate and P-12 partners to resolve the concern. If there is a concern while the candidate is in the student teaching experience portion of the clinical fieldwork the concern will be addressed by the university supervisor assigned to the teacher candidate for the student teaching experience. If the concern is unable to be resolved through the guidance of the university supervisor, the university supervisor will forward the concern to the Department Chair of the School of Education. The Department Chair of the School of Education will gather information and work jointly with the teacher candidate, university supervisor, and P-12 partners to resolve the concern. The resolution of the concern will be filed in the teacher candidate’s permanent file. If a teacher candidate is unable to resolve the concerns over professionalism, the teacher candidate may be counseled out of the program. 

Recommendation for Initial Licensure
A student will be recommended for a four-year Resident Educator initial teaching license upon the completion of:

• All academic coursework in the selected program
• All course associated program requirements
• All clinical fieldwork requirements
• All GPA requirements
• All admittance requirements 
• All assigned remediation
• Obtain required scores on Ohio Assessment for Educators (OAE) content assessments for license sought (per state of Ohio’s stated pass scores).
• Completion of appropriate application for licensure, including licensure fee(s) to The Ohio Department of Education per current rates.
• Completion of a Bachelor’s Degree from a regionally accredited institution of higher education

Recommendation for Endorsement

• All academic coursework in the selected program
• All clinical fieldwork requirements
• All assigned remediation
• Obtain required scores on Ohio Assessment for Educators (OAE) content assessments for endorsement sought (per state of Ohio’s stated pass scores).
• Completion of appropriate application for licensure, including licensure fee(s) to The Ohio Department of Education per current rates.