2025-2026 University Bulletin
School of Education
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School of Education Mission
Guided by the Sinsinawa Dominican tradition, the School of Education at Dominican University is dedicated to improving lives through the transformative power of education. We prepare educators who are effective, ethical, and innovative, and empower them to turn challenges into purposeful solutions across diverse educational settings. By fostering inclusive and equitable learning environments, we advance a more just and compassionate world, equipping educators with the knowledge and responsibility to meet the most pressing needs of schools and communities.
School of Education Vision
In the spirit of caritas et veritas, the School of Education at Dominican University envisions being a transformative leader in the preparation of educators who champion educational equity as both a human right and a force for empowerment. Through
innovative programs, collaborative partnerships, and a commitment to fostering inclusive environments, we will develop teacher-leaders who advocate for their students and communities, equipped to navigate and shape the future of education in a dynamic world.
School of Education Diversity Statement
The School of Education (SOE) believes that learning is accessible to all community members in a setting that has established and sustains a commitment to inclusion, growth, mutual respect, and kindness. The SOE embraces access, belonging, equity-minded perspectives, and a strong commitment to inclusive and relationship-centered work so that each member can flourish, deepen understanding, and succeed in the pursuit of life and career goals as professional educators. The SOE supports and values the uniqueness of all persons, spanning multiple and intersectional dimensions of diversity, age, race, gender, religion, language, ethnicity, intellectual and physical abilities, sexual orientation, social or economic class, nationality, and varied perspectives. In this spirit, the SOE is committed to critical pedagogy that actively seeks, uncovers, and addresses impediments to equity and affirms the dignity of the human person and concern for the common good.
School of Education Conceptual Framework
Scholarship, leadership, and service, the core values of the Dominican University School of Education (SOE), are the foundation of the Conceptual Framework and shape the expectations for all coursework.
Scholarship is demonstrated by intellectual curiosity, critical thinking, a life-long willingness to learn and the recognition that with knowledge comes moral responsibilities.
Leadership is the promotion of student learning and achievement through the skills of reflective practice, the ability to integrate innovation, collaborative skills that bring together diverse perspectives to achieve common goals, and a willingness to seek leadership opportunities.
Service is a commitment to enable all students to achieve and participate in a democratic educational setting by demonstrating professional pedagogical skills, serving as a role model for student learning, fostering communities of diverse learners, upholding the dignity and rights of others and a conscious effort to make the world more just and humane through the ministry of education.
Core Values
The School of Education is committed to fostering values of scholarship, leadership and service among teacher candidates and their students. By offering a course of study that emphasizes the acquisition of professional knowledge, the expansion of personal insight and an appreciation of diversity, the School of Education continues to further the mission of Dominican University.
Our education programs are built on a solid academic foundation and integrate the core values of rigorous scholarship, collaborative leadership, and a commitment to service. Every program combines a theoretical base with an intensive practicum experience, giving our candidates broad exposure to the responsibilities of the teaching and leadership positions they aspire to attain.
School of Education Dispositions
Candidates in the School of Education are expected to demonstrate the following dispositions, aligned with the core values of Scholarship, Leadership, and Service and the Danielson Framework for Teaching.
Professional Responsibility: Exhibits integrity, responsibility, accountability, and a commitment to continuous growth in teaching, learning, and leadership, while maintaining respectful, inclusive, and culturally sustainable environments. (1a, 1c, 1d, 1e, 2a, 2d, 2e, 4b, 4e)
Collaboration and Inclusivity: Works effectively with others, valuing diverse perspectives, fostering inclusivity, and ensuring that all members of the learning community are respected, heard, and included. (4c, 4d, 1b, 1c, 2a, 2b, 2c, 2d, 4c, 4d)
Reverence for Teaching and Learning: Demonstrates respect and seriousness of intent to acquire knowledge and pedagogical skills; reflects on and evaluates teaching practices and decisions to enhance effectiveness, improve learning outcomes, and ensure a commitment to equity and inclusivity. (1f, 2b, 1c, 3a-d, 4a)
Advocacy for Social Justice and Equity: Works to challenge social inequities, promote fairness, and ensure all students have equitable access to opportunities for success. (1f, 2a, 2c, 4f)
School of Education Student Learning Outcomes
Teacher candidates will be able to:
1. Design and Deliver Effective Instruction: Plan and implement engaging, multimodal instruction that integrates content knowledge, pedagogy, and an understanding of student development to support the learning of all students.
2. Foster Inclusive and Equitable Learning Environments: Create safe, inclusive, and accessible classrooms that honor students’ developmental stages, cultural backgrounds, and individual strengths, promoting a respectful and supportive learning community.
3. Use Assessment to Inform Instruction and Support Learning: Apply a variety of assessments to evaluate student progress and adapt instruction to meet diverse learning needs.
4. Demonstrate Effective Communication: Use strong oral, written, and technological communication to promote collaboration, support learning, and advocate for students and their communities.
5. Build Collaborative Partnerships: Establish respectful and productive relationships with educational professionals, families, and community members to empower learners and enhance student success.
6. Commit to Professional and Culturally Responsive Growth: Engage in continuous reflection and professional development to improve teaching practices and fulfill the ethical and cultural responsibilities of the profession.
Policy on Background Investigations
The School of Education at Dominican University is committed to the protection of all children and young people. To that end, it seeks to work with school districts and civic communities to make schools a safe environment for the student body. All candidates for licensure are required to submit to a national, state, and local criminal background investigation. Students and candidates may not participate in field experience until a background investigation is on file in the office of the College of Applied Social Sciences.
Licensure Requirements
To be recommended for Illinois State Board of Education licensure, candidates must complete an approved program, pass the required state tests, including the edTPA, and demonstrate the professional knowledge, skills, and dispositions identified by the School of Education. In addition, the candidate must meet any other requirements specified by the Illinois State Board of Education. In some cases, the Illinois State Board of Education may enact new rules or legislation that result in changes in licensure requirements. Should changes occur, the School of Education is bound to adhere to the new regulations. As a result, candidates may be required to meet new requirements other than those that are identified in this bulletin, online, or other School of Education publications at the time they began their program of study at Dominican.
Illinois Professional Educator Licensure Program Requirements:
Teacher candidates must take and pass Illinois State Board of Education (ISBE) approved assessments:
- IL Content Area Test (prior to student teaching)
- edTPA Teacher Performance Assessment (during student teaching)
All education courses presented for licensure must be passed with a C- or better and an overall GPA of 2.75 is required.
Candidates seeking licensure in the State of Illinois must pass tests administered by the Illinois Licensure Testing System (ILTS). For more information, see www.isbe.net.
Registration information, study materials, and information about the tests, including information for persons with disabilities requesting accommodations, are available on the Illinois Licensure Testing System’s website, www.il.nesinc.com. Other test preparation materials for state tests are available from School of Education advisors.
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