SCHEDULING NEWS:

Students may check the course listings in the myShip portal for the most up-to-date listing of available courses.

Summer Scheduling

Graduate scheduling for all summer courses begins Monday, March 25th. Online scheduling will be available as follows:

Term III Scheduling - March 25 - May 13 (drop)/May 14 (add)
Term IV Scheduling - March 25 - June 4 (drop)/June 5 (add)
Term V Scheduling - March 25 - July 9 (drop)/July 10 (add)

Undergraduate scheduling time tickets for summer courses begins April 1. Online scheduling will be available as follows:

Term III Scheduling - April 1 (or your start time) - May 13 (drop)/May 14 (add)
Term IV Scheduling - April 1 (or your start time) - June 4 (drop)/June 5 (add)
Term V Scheduling - April 1 (or your start time) - July 9 (drop)/July 10 (add)

Fall Scheduling

GRADUATE FALL SCHEDULING: March 25 - August 31 (Drop)/September 1 (Add)

UNDERGRADUATE FALL SCHEDULING: April 1 - April 22, 2013 and Schedule Clean-up April 29 - May 10, 2013

OTHER IMPORTANT DATES:

APRIL 2 - Last day to Withdraw from classes with a "W" grade for Part of Term 1 - Final Day (G & UG)

MAY 3 - Day and Evening Classes END.

MAY 6-10 - FINAL EXAMS

MAY 10 - Graduate Commencement Ceremony

MAY 11 - Undergraduate Commencement Ceremony

College of Education and Human Services
Shippensburg University
352 Shippen Hall
Shippensburg, Pennsylvania 17257

Dean's Office (Shippen Hall 352)
717-477-1373

Associate Dean's Office and Student Resources (Shippen Hall 356)
717-477-1141

Office of Field Experiences and Partnerships (Shippen Hall 354)
717-477-1487

Fax 717-477-4012

COEHS@ship.edu

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Conceptual Framework Standards for those Preparing to Teach, Counsel and Lead in Public Schools

“Collaborative Decision-makers: Assessing, Planning, Reflecting”

Our unit of certification programs is a body of collaborative decision-makers who perform within a conceptual framework of assessing, planning and reflecting. Our faculty and candidates are committed to the following standards developed collaboratively by the members of our unit:

Promote supportive educational environments that are respectful of and responsive to individual differences.

a. Demonstrate understanding of the differences in how students learn and know how to accommodate diversity. Diversity includes, but is not limited to, differences among groups of people and individuals based on ethnicity,race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

b. Accommodate diverse learning needs through informed decision-making that supports academic success for all students. Diversity includes, but is not limited to, differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

c. Show respect for the diverse needs and talents of all learners and demonstrate commitment to helping them develop self-efficacy and achieve academic success. Diversity includes, but is not limited to, differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
Reflect continuously upon one’s own performance and demonstrate progress in the development of the knowledge, skills and dispositions required for effective professional performance.

a. Affirm the University’s educational and ethical responsibility to produce highly qualified education professionals.

b. Demonstrate academic integrity and uphold the trust of those with whom one works.

c. Respond productively and respectfully to the responsibility of meeting professional standards, including state and national standards.

d. Demonstrate commitment to ethical practices as described in relevant institutional and professional codes of conduct.

e. Demonstrate professional and ethical responsibility through active engagement in the development of the knowledge, skills, and dispositions required to be an effective educator.

f. Demonstrate initiative in fulfilling program requirements and in seeking advice and feedback that support achievement of professional goals.

g. Respond positively to learning experiences and constructive feedback intended to improve professional knowledge, skills and dispositions.

h. Demonstrate qualities that characterize professional conduct in both university and clinical settings.
Demonstrate the use of best practices and technologies in order to positively impact the achievement of all learners.
Demonstrate the use of appropriate authentic assessments and analytical data to make informed decisions that impact learner achievement.
Collaborate with critical others in making informed decisions within educational contexts.