Education and School Psychology (ED)

Associate Professors: J. E. Jenkins, M. G. Storz (Co-Chair), D. Shutkin, G. A. DiLisi, J. L. Rausch, R. A. Allen, A. Moses (Co-Chair), Y. Shang; Assistant Professors: D. Reynolds, M. M. Schauer; L. M. Shoaf

The department offers an undergraduate major in education. Students who successfully complete a teacher education program in Early Childhood or Middle Childhood earn a Bachelor of Arts degree. Students who successfully complete a teacher education program in Adolescent Young Adult earn a Bachelor of Arts with a primary major in English, History, or Teaching of Mathematics with a secondary major in Education. Students who successfully complete a teacher education program in Adolescent Young Adult earn a Bachelor of Science with a primary major in Biology, Chemistry or Physics. The education major consists of the teacher education program, which is designed to prepare students to meet the standards for Ohio teacher licensure. It is accredited by the Council for the Accreditation of Educator Preparation (CAEP); approved by the Ohio Department of Higher Education (ODHE). The teacher education program prepares candidates for careers in one of three teaching licensure areas, offered as three concentrations within the education major:

Early Childhood (EC), Pre-K to 3rd grade and ages 3 through 8.

Middle Childhood (MC), 4th grade to 9th grade and ages 9 through 14.

Adolescent/Young Adult (AYA), 7th grade to 12th grade and ages 12 through 21. (For candidates in the AYA concentration, the academic subject area is the primary major, and Education is the secondary major.)

A unique aspect of the Teacher Education program is the professional development of pre-service candidates at John Carroll University. All candidates participate in a full academic year clinical experience in one school for both Pre-Student Teaching and Student Teaching. Pre-Student Teaching offers the opportunity to reflect, question, and continue with weekly experiences in one school that culminates in Student Teaching.

To qualify for the four-year Resident Educator license, the candidate must successfully complete the Teacher Education program and pass the appropriate exams mandated by the State of Ohio. Fees for required program and state assessments are paid by the student.

All teacher licensure candidates must submit to fingerprinting and background checks by government investigative agencies each year of their course of study.

Note: Licensure programs are subject to change based on recommendations of external accrediting bodies, e.g., Specialized Professional Associations (SPAs), the ODHE, and CAEP.

Program coordinators, faculty, and administrative staff counsel all undergraduate students interested in education as a major and/or license. Prospective education majors may be assigned an academic advisor in the Department of Education and School Psychology as their first-year/sophomore academic advisor. Prospective students interested in AYA licensure have an advisor in education and in their major field. Candidates must work closely with an advisor to complete a licensure program and/or a major in four years of full-time study. Those who declare an education major later in their academic program may expect to spend additional time completing requirements. Advisement forms and the Teacher Education Handbook are available at

Misson and Program Learning Goals


The mission of the Department of Education and School Psychology is to provide educational leadership for a more just society in schools and community agencies. This mission is grounded in the Jesuit mission of the University and Jesuit history. The meaning and scope of the mission reflect all professional preparation programs housed within this academic unit.

To achieve its mission the department is committed to the following goals:

  • To provide professional education in a liberal arts context.
  • To foster a respectful, inclusive learning community sensitive to all dimensions of diversity.
  • To focus on personal as well as professional development of the individual.
  • To emphasize teaching that is anchored in a strong research base.
  • To instill the Jesuit ideal of an educator in our candidates.

Program Learning Goals for Education and School Psychology


  1. Understands the central concepts, tools of inquiry, competing perspectives, and structure of the disciplines taught.
  2. Recognizes the value of understanding the interests and cultural heritage of each student.
  3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
  4. Creates a learning environment of respect and rapport.

Learner Development

  1. Understands how children/youth develop and learn.
  2. Provides learning opportunities that acknowledge and support the cognitive and social development of learners.
  3. Understands how learners differ in their approaches to learning.
  4. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.


  1. Understands and uses a variety of instructional strategies; designs coherent instruction.
  2. Creates a learning environment that encourages social interaction, active engagement, and self-motivation.
  3. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
  4. Understands and uses formative and summative assessment approaches and strategies.


  1. Reflects on professional practices.
  2. Fosters relationships with colleagues, parents, and agencies in the larger community.
  3. Grows and develops professionally.

Admission to Teacher Education

Interested students must apply to and be accepted into the Teacher Education program prior to registration in upper-division education courses. An applicant must have taken, or be enrolled in, ED 100, ED 200 (for EC), and ED 253 at the time of application for admission. Students may not take any additional course work beyond ED 100, ED 200 (for EC), ED 202 (for MC/AYA), and ED 253 unless they are formally admitted to teacher education. Those accepted into the AYA licensure program must also be subsequently accepted into a departmental major, e.g., history, English, mathematics, chemistry.

For undergraduates, Teacher Education application is typically made during the semester in which ED 253 is taken, usually in the sophomore year. Application forms are available on the department’s website,

Applicants for Teacher Education are evaluated by faculty and Teacher Education program coordinators on the basis of the admission criteria. The department faculty approve all admissions to Teacher Education.

Admission Criteria and Decision:

Accepted —Student may begin or continue taking Education courses toward program completion. This classification is given if all of the listed criteria are met. Once accepted into the Teacher Education program, the student is called a candidate.


  1. Academic Record

    2.7 overall GPA

    2.7 education GPA based on one or more of the following courses: ED 100, ED 200, ED 202 and possibly ED 253

    2.7 content-area GPA

  2. No or limited concerns regarding oral and written communication based on course performance (EN 125, COM 125, ED 100, ED 200, ED 253) and interview process.
  3. No or limited concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.
  4. Successful criminal background check (i.e., Bureau for Criminal Investigation [BCI] and FBI).

Accepted Conditionally —Students may continue taking courses toward teacher licensure. This decision applies if criterion 1, 2, or 3 is not met.


  1. Academic Record:

    2.3 – 2.7 overall GPA

    2.0 – 2.7 education GPA based on ED 100, ED 200, ED 202, and possibly ED 253

    2.0 – 2.7 content-area GPA for MC and AYA only

  2. Some concerns regarding oral and written communication based on course performance (EN 125, COM 125, ED 100, ED 200, ED 253) and interview process.
  3. Some concerns regarding dispositions for teaching based on instructor observations in courses and field experiences.

Note: Conditional acceptance may be given for up to two semesters, including the semester in which the student applies. Depending on the student’s performance in meeting the conditional acceptance criteria, an extended timeframe for program completion or dismissal from the program may result.

Reject —Student is not eligible for admission to Teacher Education. This decision applies if any of the following conditions is evidenced:

  1. Criterion 4 (BCI & FBI check) is not met;
  2. Criterion 1 (GPA) is not met, and either criterion 2 or 3 is not met;
  3. Significant concern regarding dispositions for teaching based on instructors' observations in course work or field experiences.

Appeal Process

Due process is available to applicants who wish to appeal their classification. First, applicants should discuss the matter with their advisor. After this discussion, if applicants wish to pursue an appeal, they should do so in writing to the Teacher Education Program coordinators within thirty (30) days of notification of classification. If further action is required, an appeal may be made to the department chair.

Grade Policy

  1. A grade of C or higher is required in all education courses. A grade of C- or lower requires repeating the course, and the applicant should schedule a meeting with the advisor or Teacher Education Program coordinators to discuss progress in the program.
  2. A grade of C- or lower in a course in the teaching field will be reviewed by the Teacher Education coordinators and the department chair to determine an appropriate course of action.
  3. A minimum GPA of 2.7 is required throughout the program for the overall GPA, education GPA, and content areas.
  4. Early Childhood candidates must receive grades of C or higher in all curriculum-content course work for licensure, e.g., AR 171, MT 175, MT 176, and ED 356.