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Teacher Education Admissions Committee

Screens Licensure Candidates

The Teacher Education Admissions Committee (TEAC) is composed of eight six persons, four of whom are elected from the Committee on Teacher Education, with the Chair Director of Undergraduate Teacher Education or the Director of Graduate Teacher Education serving as chair and ex-officio membersmember. By virtue of the position, the field placement coordinator and the assistant director of the Graduate Teacher Education program in Lancaster are is automatically appointed to the committee. The function of the Teacher Education Admissions Committee is to admit applicants to : undergraduate teacher education, student teaching, and licensure graduate teacher education, and M.A. candidacy on the basis of program criteria.

TEAC usually meets six four times a year to process candidates (OctoberAugust, December, March, and May, July, and August.) Admission criteria for undergraduate programs are outlined in this handbook. Admission criteria for the graduate teacher education program are the undergraduate program is outlined in the graduate teacher education Teacher Education handbook. Students are invited to meet with academic advisors in their respective programs and their advisors within the teacher education program the director if their application is below criteria standards or if they wish to appeal a decision of TEAC.

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1. QAS Maintenance and Revision: The committee is responsible for maintaining a QAS that is effective and in alignment with CAEP standards. The Committee may review suggestions for improvement of the system from anywhere within the EPP, and may also receive feedback on such proposals from anywhere within the unitEPP. The Assessment Committee references policy proposals with the teacher education program for information and discussion prior to presentation to COTE for approval. Final proposals for revising the QAS are drafted by the Assessment Committee; such proposals are considered to be a change in policy and, therefore, require the approval of COTE.
2. Oversight of the QAS: The Assessment Coordinator, in conjunction with members of the Assessment Committee, provides each level of the EPP with notification of the assessment cycle, assessment instrument(s) to be used, and reporting procedures for the use of data to make decisions. The coordinator/committee provides the appropriate mechanisms for storage and recording of the use of data for decision-making purposes. The Coordinator/Committee may also review data usage reports for trends that may affect the EPP, and/or to determine if data should be shared for further analysis across parts of the EPP. Final responsibility for ensuring that members of the EPP carry out their responsibilities within the QAS rests with the Director of Undergraduate Teacher Education and the Director of Graduate Teacher Education, as a supervisory function.

Graduate Education and Action Research Committee

The Graduate Education and Action Research (GEAR) Committee committee manages, assesses, and makes policy recommendations regarding the culminating action research process of the graduate teacher education Master of Arts in Education program. In addition, this committee advises the graduate department on program on items under consideration. Recommendations are forwarded to the teacher education program department and to the Committee on Teacher Education. The Director of Graduate Teacher Education chairs the committee serving as an ex-officio member. The Assistant Director of the Lancaster EMU site serves as a standing member. Also, Graduate Teacher Education in Lancaster serves, as well as two EMU tenure-track education faculty and one Lancaster action research mentor will serve two-year terms. The remaining three four members are appointed by COTE for a two-year term and may include program graduates, school representatives, and action research mentorsAction Research instructors. The committee meets several up to four times a year and serves the additional purposes of evaluating and updating "A Guide to Action Research Project."

Ad Hoc Advisory Groups

Provide Program Guidance

Ad Hoc Advisory Groups are formed for each undergraduate and graduate program area for purposes of program consultation, revision, and evaluation. Advisory groups are formed by program coordinators when major curriculum or program revisions are contemplated or when input from P-12 stakeholders would be beneficial for program improvement. The Advisory Groups consist of 5-6 teachers and administrators from area schools who are selected for their expertise. Coordinators are responsible for convening and setting the agenda for their respective advisory group. Feedback from advisory groups is shared as part of program evaluation.