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The unique nature of the Teacher Education Program at èßäÊÓƵ University provides students multiple opportunities to apply what they learn in coursework by serving the community. In partnership with Virginia Beach Public Schools, the èßäÊÓƵstudents in the picture above just finished leading several hands-on learning stations for over 100 fourth graders and parents as a part of the Downstream Collaborative Project.

Specific èßäÊÓƵTeacher Education Programs Leading to Virginia Teaching Certification

Undergraduate Education Program (more information)

• Elementary Education (PreK-6) CAEP Accredited
• Special Education: General Curriculum (K-12) CAEP Accredited
• Education Studies (Non-licensure)

Graduate Education Program (MAEd) (more information)

All Virginia Wesleyan University Education Programs that lead to initial teaching licensure are approved by the Virginia Department of Education and accredited by the Council for the Accreditation Educator Preparation (CAEP). The programs marked with an asterisk below lead to initial licensure for Virginia teachers.

Measure 1 (Initial): Completer effectiveness.

Completer impact in contributing to student-learning growth:
Data from èßäÊÓƵ24-25 completers’ final semester at èßäÊÓƵ suggest that completers of our programs are effective in meeting the needs of learners. For all initial licensure programs, each student must complete an intensive impact study during their final internship. All completers found that they made a positive impact on student learning, including subgroups, and used data to inform their instruction. All completers met all requirements for their impact study.

èßäÊÓƵpartners with the Virginia Education Assessment Collaborative (VEAC) to survey employers about their perceptions of the readiness of our completers to impact student learning 1-4 years after graduation. On average (4.57, n = 14), employers rated most of our completers as either Fully Ready (rating of 5) or Mostly Ready (rating of 4) on a 5-point Likert-type scale.

Completer effectiveness in applying professional knowledge, skills, and dispositions:
InTASC Standards 9 and 10 relate to professional knowledge and skills required of teachers. èßäÊÓƵmeasures candidates’ performance on professional knowledge and skills over three Program Gateways. During their final Gateway, 24-25 completer data on standards 9 and 10 averaged between 3=Meets expectations and 4=Exceeds Expectations on a 4-point scale. The overall average of performance was 3.43. No completer averaged under a 3 on any InTASC standard.

Dispositions are measured through the èßäÊÓƵTeacher Education Disposition Assessment. 24-25 completers’ averaged between 3=Meets expectations and 4=Exceeds Expectations on a 4-point scale. The overall average of performance was 3.64.

Measure 2: Satisfaction of employers and stakeholder involvement.

Employers reported that èßäÊÓƵcompleters (n = 14) attained a solid level of readiness to meet the needs of their schools' students. The èßäÊÓƵmean of 4.57 on a 5-point Likert-type scale indicates that all completers were "Fully ready" or "Mostly ready" and "able to successfully meet the needs of most students."

Employers of èßäÊÓƵcompleters reported a near-fully proficient rating of 3.57 (on a scale of 1-4), a solid improvement over last year (2023-24), for using developmentally appropriate technology to enhance student learning.

On items regarding student diversity employers rated èßäÊÓƵcompleters 3.44 on the five survey items related to InTASC 2 and 3.50 on the item "demonstrates a commitment to equity". Completers received a rating of 3.50 on collaborating "with the learning community to meet the needs of all learners." The improvement in these ratings reflects a renewed commitment on the part of èßäÊÓƵEducation faculty over the last two years to focus on and provide opportunities for candidates to engage in collaboration and meeting the needs of all learners in school settings and is indicated also in completers' commitment to equitable practices and ability to meet all students' needs (3.59 on a 4-point scale, VEAC Completer Survey 2024-25).

Measure 3: Candidate competency at completion.

All 5 24-25 completers successfully met all licensure requirements for the state of Virginia. Completers successfully passed licensure tests, met expectations on Gateway 3 performance assessments, and successfully completed an intensive internship at an accredited school.

Measure 4: Ability of completers to be hired (in positions for which they have prepared).

87.5% of 24-25 completers were employed as teachers within their endorsement area during the 25-26 academic school year.

About the Teacher Education Program

Fully accredited by the Virginia Board of Education, the Teacher Education Program at èßäÊÓƵ University is known for preparing enthusiastic, well-prepared, and effective classroom teachers. The Education faculty embrace and advocate a perspective that values lifelong learning and continuous improvement of the individual that is best captured by six words:

WE learn.  WE do.  WE serve.

We Learn:

Academic knowledge and skills are gained through VWU’s integrative General Education coursework and content majors that assist teacher candidates in understanding themselves and the world around them, and that allow them to gain a more integrated view of knowledge and skills. Professional and pedagogical knowledge and skills evolve in our programs through a carefully planned course of study that includes pre-admission, professional studies courses, and early site-based experiences. These experiences provide the knowledge needed for teaching candidates to begin developing, implementing, and assessing innovative curriculum in diverse contexts.

We Do:

Diverse on and off-site field experiences help candidates apply theory and knowledge learned in coursework to professional practice.  Early field experiences begin in the pre-admission courses, continue throughout the program, and lead to formal practicum experiences and student teaching.  Providing early, frequent, and essential field experiences in diverse contexts exposes èßäÊÓƵcandidates to the increasing diversity of the region’s schools and the students who attend them. These experiences coupled with instruction provided in class, allow our teaching candidates the time and guidance necessary to employ the culturally responsive teaching strategies and evidence-based practices crucial for success in today’s schools.

We Serve:

The Wesleyan heritage promotes a commitment to servant leadership within the University’s faculty, staff, and students. Through an extensive network of partnerships, èßäÊÓƵteacher candidates have multiple opportunities to take part in service-learning experiences within and outside of their coursework. The Downstream Collaborative Project, the Environmental Explorers Program, and Marlins Read are some of the many opportunities in which èßäÊÓƵ teaching candidates work together to make a positive difference in their communities. After completion of the program, èßäÊÓƵteacher candidates are ready to serve their community as professional educators.

For more information regarding the conceptual framework, mission, and philosophy of the èßäÊÓƵteacher education program please see the Ã¨ßäÊÓƵUndergraduate Handbook or Ã¨ßäÊÓƵMaster of Arts in Education Handbook.