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Welcome to the Division of Education

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Prepared. Confident. Employed.  Those are some of the words our graduates use to describe their experience in the education program at Siena Heights University.  We believe in experience.  At both the undergraduate and graduate levels, candidates acquire significant hours of field experience.  In fact, Siena's program more than doubles the state requirement.  Our full-time faculty have more than 180 combined years of P-20 education experience.

How Effective is Siena Heights’s Teacher Preparation Program?

Our Candidates know how to teach and know their content.  At Siena Heights University, we believe educator preparation programs should be held to high standards.  Our teacher preparation program demonstrates that we prepare teachers who have a positive impact on children’s learning and development.  We collect and analyze performance-based data to help us understand the answers to questions such as:  What do our candidates know?  Do their students learn? Do their employers feel they are well prepared?  By analyzing data we are able to document the effectiveness of our programs and continuously improve the way we prepare teachers to meet the needs of students.

Our Candidates know their content.  The average GPA of 2015-16 program completers was 3.70.

Our Candidates know how to teach.  In 2015-16, 100% of Siena Heights teacher education graduates who are in their first three years of teaching received Effective or Highly Effective ratings on their annual teacher evaluation conducted by their districts. Additionally, our Teacher Candidate Survey on our Educator Preparation Program Efficacy for 2015-16 resulted in an overall program efficacy of 91%.  The following table breaks this rating down by key areas of teaching.


Teacher Candidate Educator Preparation Program Efficacy Survey (2015-16)

Total number of respondents = 27

Source:  Michigan Department of Education


Survey Category/Topic

Efficacy Score (4 pt. scale)

Percent Efficacy

Designing High-Quality Learning Experiences

·         Use instructional strategies to help students understand key concepts in my content area(s).

·         Use my knowledge of my content area(s) to design high-quality learning experiences.

·         Use instructional strategies to help students connect their prior knowledge and experiences to new concepts.

·         Use multiple ways to model and represent key concepts in the content area(s) I teach.





Critical Thinking

·         Question and challenge assumptions within my content area(s).

·         Apply various perspectives to analyze complex issues and solve problems.

·         Interpret and evaluate information in my content area(s).



Connect Content Knowledge to Real World Problems and Local/Global Issues

·         Connect content knowledge to LOCAL issues within my teaching.

·         Connect content knowledge to GLOBAL issues within my teaching.

·         Develop meaningful learning experiences which help students apply content knowledge to real world problems.



Address the Learning Needs of Special Populations

·         Adapt instructional strategies and resources to support students from diverse cultural and ethnic backgrounds.

·         Adapt instructional strategies and resources to support English language learners.

·         Apply modifications and accommodations based on legal requirements for supporting English language learners.

·         Apply modifications and accommodations based on individualized education programs (IEPs).

·         Adapt instructional strategies and resources to support students with varying learning abilities (e.g., special education, gifted and talented, disabled students).



Supportive Learning Environments

·         Create learning environments that support individual and collaborative learning.

·         Establish and communicate explicit expectations with colleagues and families to promote individual student growth.

·         Manage the learning environment to promote student engagement and minimize loss of instructional time.



Use Technology to Maximize Student Learning

·         Facilitate the creation of digital content by students.

·         Create an online learning environment for students which includes digital content, personal interaction and assessment.

·         Integrate digital content into my teaching which is pedagogically effective.

·         Use technology tools to organize my classroom, assess student learning and my own teaching, and communicate.

·         Practice high ethical standards in my use of technology.



Effective Use of Assessments and Data

·         Design or select assessments to help students make progress toward learning goals.

·         Analyze assessment data to understand patterns and gaps in learning for each student, and for groups of students.

·         Differentiate instruction based on student assessment data.



Field Experiences and Clinical Practice

·         My field experiences and clinical practice were integrated throughout the program and connected to coursework.

·         My field experiences and clinical practice allowed me to work with diverse students at my intended grade level, including students with disabilities and English language learners.

·         My program supervisor provided regular, constructive feedback based on observations during my clinical practice and field experiences.

·         I clearly understood the expectations for all of my clinical practice and field experiences.

·         I clearly understood how I was to be monitored/rated by my program supervisor (i.e., academic calendar, grading policy, program requirements, outcome data, etc.).



Overall Program Efficacy