Judith Herb College of Education

About the College

The University of Toledo (UT) is one of 13 state universities in Ohio that offers professional education programs. Since its modest beginnings 140 years ago, this open-enrollment institution has grown and matured, with many major milestones marking its evolution from a small, locally-supported college to a co-educational, state-assisted Carnegie Doctoral-Research Extensive metropolitan institution. The 2006 merger with the Medical University of Ohio further enhanced the University’s status as the third-largest public university operating budget in the state offering more than 230 undergraduate, graduate, and professional programs in 16 colleges, including nationally ranked programs in business, engineering, law, counselor education and occupational therapy.


The mission of the Judith Herb College of Education is to prepare educators, instructional leaders, and scholars who are capable of constructing and sustaining effective learning environments through the development and practice of innovative educational theories and pedagogical approaches.



  1. Candidates’ ACT/SAT scores upon entering as first time full time freshmen OR professional education component. The average composite ACT score of the professional Education majors for the 2013-14 academic year is 22.4.
  2. Praxis II scores/ACTFL: 2012-13 PRAXIS II / ACTFL pass rates of all completers is 99%.
  3. Overall GPA of candidates in program upon graduation 3.59 Cumulative Grade Point Average upon graduation of 2013-14 completers.


  1. How many field/clinical hours total are required of candidates in the school of education? – 480 hours
  2. How many weeks is the student teaching experience? – 15 weeks
  3. How many weeks do candidates teach full-time within the student teaching experience? – 13 weeks
  4. The percentage of teacher candidates in the 2013-14 year satisfactorily completed clinical practice requirements, including but not limited to student teaching and a capstone project. – 98%

  1. The percent of candidates who completed [a work portfolio or other collection of student work/culminating assessment], which provided evidence that candidates ability to use assessments effectively. – 100%
  2. Quantitative summary of student teaching evaluations:
    Student teaching evaluations are based on the Ohio Standards for the Teaching Profession. On a scale of 0-3 with 3 being “Accomplished”, the mean score across all standards and elements was 2.47 for completers in 2013-14.
  3. Candidate self-evaluation of readiness to teach:
    Approximately 96.58% of candidates felt prepared to teach according to 19 measures including use of academic content standards, use of assessments, ability to differentiate instruction, integration of technology, and implementation of classroom management strategies.


  1. Percent of graduates tracked: 48.73%
  2. Percent of graduates placed/hired in public schools: 88.69% (only publics schools were on the list)
  3. Percent of graduates placed/hired in private schools: 2.61%
  4. Percent of graduates placed/hired in out-of-state schools: 5.22%
  5. Percent of graduates not placed/hired: 3.48%

Summary of data taken from follow-up studies

Qualitative feedback from Cooperating teachers for the last three academic years reflects a positive overall experience with working with UT student teachers. Cooperating teachers felt our candidates were well prepared, bright and enjoyable to work with, and interacted well with the students. In response to our request for areas for improvement, most cited none because of their satisfaction with the quality of our program. Improvements that were offered generally focused on improved communication with the University in terms of supervisor and cooperating teacher expectations and collaboration, and providing students with as much “real” classroom experience as possible.


Date of Last Review: Spring 2010
Date of Next Review: Spring 2016


Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.


The need to provide stronger evidence that: 1) other school professional candidates have the abilities to facilitate student learning; 2) candidates in advanced programs can effectively demonstrate the pedagogical content knowledge and professional dispositions; 3) all advanced programs systematically analyze data for program improvement; 4) and the unit systematically collaborates with the professional community to design, implement, and evaluate the unit assessment system.


The following changes have occurred as a result of the On- Site Team feedback:

  • The collection and tracking of professional dispositions at the initial level have been disaggregated from other field performance measures and are now being collected and tracked separately.
  • The Educational Leadership (district) licensure program was revised to: add further separation between licensure and non-licensure preparation; and increase the research requirements from 9 to 12 credit hours. The Educational Leadership and Curriculum and Instruction programs are in the process of revising and refining their existing rubrics. When this process is complete, both programs will be implementing their assessments in the electronic assessment system.


  1. The U.S. Department of Education's Office of Special Education Program has funded the Partner Project. Drs. Laurie Dinnebeil, William McInerney, and Lyn Hale, Partner Project staff members, have worked with three community colleges in Ohio (Terra Community College, Tri-C Community College, and Stark State Technical College) since 2012 to enhance the degree to which early childhood educators are prepared to work with young children who have disabilities and their families. This work has included program and course-specific enhancements. Preliminary data suggest that community college faculty who participated in the Partner Project have gained valuable knowledge on topics related to early childhood inclusion that they share with their pre-service teachers. School supervisors and administrators throughout Ohio have the option to improve their early childhood special education programs with the help of a University of Toledo program funded by a five-year $1.25 million grant from the U.S. Department of Education.

  2. Drs. Charlene Czerniak, Scott Molitor, Joan Kaderavek, and Susanna Hapgood, along with the entire NURTURES staff, trained 150 Toledo Public Schools early childhood and urban preschool teachers in a two-week professional development (PD) institute during the summer of 2014. The PD focused on training teachers to implement science inquiry aligned with the Next Generation Science Standards and A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012). The PD is offered as one component of the NURTURES project. This is a grant to improve PK-3 science outcomes using the complementary education model (Harvard Family Research Project 2008). A substantial focus of the NURTURES math-science project is to improve science instruction in PK-3 classrooms through two-week summer PD institutes, academic year coaching, and monthly follow up PD that will be attended by approximately 500 PK-3 teachers from the Toledo, Ohio public school district by the completion of the project in Fall 2016. To date, the NURTURES research team has presented 14 conference papers and has two manuscripts under review.

  3. Project LEA, or Leading Educators in Advancing Inclusive Early Education, addresses the knowledge and skills of supervisors of teachers who work with young children with special needs. The focus of the grant is assisting supervisors in helping early childhood special education teachers become more effective while improving the quality of early childhood special education programs. Drs. Edward Cancio, Laurie Dinnebeil, William McInerney, and Lyn Hale direct and coordinate Project LEA. The grant is funding a two-year online graduate level program for four cohorts of 8-10 supervisors during the five-year span of the grant. Participants will earn an education specialist degree from The University of Toledo.

  4. Launch into Literacy with the UT Rockets integrates university learning, transforming a literacy assessment class into an on-site laboratory. UT teacher candidates assess and diagnose a struggling reader at Dorr Elementary to develop an intervention plan under the supervision of university instructor, Ms. Susan Parks. The instructor and teacher candidates meet for the first hour of class at the school and learn how to administer literacy assessments. They develop an individualized program for at-risk readers. The second hour involves the UT students working with a struggling reader while the professor is coaching/observing. Students debrief and receive feedback in the third hour. In 2013-14, 43 students in grades kindergarten through third grade participated in the program. 93% of these children showed growth from their fall reading pre-test to spring post-test scores. At the beginning of the program, none of the 12 participating third graders passed the Fall OAA in Reading. Near the end of the program, 92% of these third graders passed the Spring OAA in Reading.

  5. Mr. Ron Davis presented a full day workshop on Advanced Behavior Strategies sponsored by Rehab Dynamics and Lucas County Board of Developmental Disabilities. The audience consisted of early intervention specialists, occupational and physical therapists, speech pathologists, school psychologists, parents, and teachers. The training provided insights and strategies for those working with children who present challenging behaviors that go beyond behavior modification.

  6. Dr. Ruslan Slutsky is collaborating with the Toledo Museum of Art on a research project focusing on toddlers’ ability to use tier 2 vocabulary after exposure to specific art works. He also has served for the past three years as a Board Member of the Ohio Association for the Education of Young Children (OAEYC).

  7. Teaching Practices that Support Fraction-Based Algorithmic Thinking is an NSF research and development grant awarded to Dr. Debra Johanning to examine classroom practices associated with effective teaching of fraction operation algorithms and develop professional development materials that can be disseminated on a larger scale to support teachers to develop an efficacious practice in a mathematical domain that has proven to be challenging. The centerpiece of these professional development materials are video case collections that illustrate ways teachers can engage students in problem situations from which computational algorithms for fraction operations can emerge from student reasoning. Dr. Johanning is currently piloting the professional development materials with twelve teachers in five Toledo-area school districts and working with them to understand how the materials are impacting their mathematical teaching practice.

  8. Dr. Tim Brakel has been elected to a third term on the Board of Education for Bedford Public Schools. He also serves as Vice-President on the Monroe County Association of Boards of Education.

  1. The Master of Education and Science (MES) in biology is an 18-month, online, graduate program that prepares licensed AYA life science teachers as dual enrollment instructors. The program includes a cohesive set of 18 semester hours in biology side-by-side with the study of how students learn. Graduates are qualified to teach Ohio TAG and OTM college courses in life science at their high school for The University of Toledo. This program prepares teachers who can help schools meet Ohio dual enrollment course requirements.

  2. Dr. Susanna Hapgood and doctoral candidate Kasumi Yamazaki have been investigating teacher candidates' beliefs and comfort levels with working with English Language Learners.  In an additional study, they are examining the effectiveness of an innovative web-simulation-based curriculum for learning Japanese.

  3. Academic Community of Educators at The University of Toledo (ACE at UT) is an online collaborative environment to support students, alumni, faculty, and school partners in working together across courses and beyond graduation. This academic environment is designed to facilitate ongoing professional groups for learning so that faculty can mentor students across programs and extend learning for practicing professionals. In this initial year, ACE has about 100 participants and is being used to support LAMP interns and recent graduates during their first year of teaching. By adopting ACE, The University of Toledo is joining a community of elite institutions who are on the leading edge of open access environments.

  4. Dr. David Guip, Professor of Art, was presented the Outstanding Teacher Award from The University of Toledo. He was also awarded the 2014 Outstanding Higher Education Faculty Member in Art Education by the Ohio Art Education Association.

  5. Dr. Svetlana Beltyukova and Dr. Christine Fox are collaborating with researchers from the National Center for Research on Europe (NCRE) at the University of Canterbury, NZ. They received an award from NATO for the 2-year research project, “NATO Global Perceptions – Views from Asia-Pacific region.” Drs. Beltyukova and Fox will serve as co-directors and research design and analysis experts on the project and collaborate with researchers from New Zealand and Estonia. They will design research methodology and train researchers from Australia, China, Japan, Mongolia, New Zealand, and South Korea on the analysis of perceptions data, namely perceptions of NATO as a cooperative security actor in media and elite discourses. This project contributes to the sustainability of the Peace Education Initiative in the Department of Educational Foundations and Leadership as well as allows for exploration of professional partnerships at the international level.

  1. The Licensure and Master’s Program (LAMP) at The University of Toledo is a one-year, graduate, pre-service program designed to meet the needs of already degreed adult learners and is a comprehensive graduate program. LAMP is a highly competitive and rigorous program where interns serve a one-year internship with a mentor teacher in a classroom setting while completing the required coursework on The University of Toledo’s campus. This work is responsive to the current political climate in teacher education and has been described by the Woodrow Wilson Foundation as a transformative model. LAMP was awarded the 2014 Outstanding Field Experience Program by the Ohio Association of Teacher Educators. For the second year in a row, as of August, 90% of the recent LAMP graduates were employed as full-time teachers.

  2. The LEADERS team led by Dr. Charlene Czerniak examined 5th graders at 15 schools which had roughly equal numbers of students who did and did not have teachers who had been trained by LEADERS. Of those, the students of LEADERS-trained teachers had higher OAA science scores, on average, than students of non-LEADERS trained teachers at nine of those schools (four were statistically significant). In addition, in the pool of students who had attended TPS schools from 5th to 8th grade between 2010 and 2014, seven schools contained comparable numbers of students who had had a LEADERS-trained teacher for science for 0, 1, or 2 years of that period. At all seven of those schools, having a LEADERS-trained teacher for 1 or 2 years resulted in a higher average OAA science score than not having a LEADERS-trained teacher.

  3. The LAMP Mentoring Program is a university-based mentoring program designed as a continuation of the Licensure and Master’s Program (LAMP) for first, second, and third year teachers. The mentoring program is a carefully designed curriculum that is built on the principles of integrating theory and practice. The program addresses what teachers need to learn and know in their beginning years of practice, in particular, the knowledge teachers generate in practice that is required to enhance student learning. This program uniquely takes on the challenge of connecting pre-service education to continued learning for beginning teachers.
Last Updated: 6/26/15