Education Programs

Main 395 | Hours by Appointment | edu@trinitydc.edu | Professional development: Office of Continuing Education.

The Education Programs at Trinity prepare scholar-practitioners to be teachers, leaders, and reformers who advocate for those who are and historically have been marginalized by systems of oppression. We are committed to working in and with our local communities to bring about positive change for young people and their families. Our programs include specific attention to trauma-responsive and inclusive practices.

  • Convenient schedule of classes with course formats including daytime, evening, weekend, online and face-to-face classes.
  • Trinity programs are among the most affordable in the region, and customized financial aid packages are available.
  • We also offer Continuing Education classes for professional development.

Contact Zachary Turner – Your Education Recruiter!

Zachary is ready to match you with the best Trinity education program for you, answer your admissions questions, and help you achieve your long-term professional and educational goals. Email him today at TurnerZ@trinitydc.edu or give him a call at 202-884-9410!

Request Program Information

Just Some of Our Successful Graduates

Aspen Institute
Archbishop Carroll High School
Photo of Karen Archambault
Rowan College at Burlington County
The John Carroll School

Education Degree Programs By Degree Type

All possible paths to your educational career goals begin here.

Certificate in Child Development
Preparation to work with children birth to age eight, 120 hours toward a CDA, and a bridge to an Associate Degree.
Certificate in Early Childhood Education Foundations
Preparation to work with children birth to age eight while earning credits towards a future Master's Degree.
Certificate in Education Policy
A stackable credential for teachers and education professionals seeking a leadership position.
Certificate in Special Education
Preparation to work with exceptional learners K-12 while earning credits towards a future Master's Degree.
Community Education, B.A. (Weekdays for Women)
This non-licensure track is for those interested in working in education and community settings where a license is not required.
Early Childhood Community Education, B.A. (Coed Evenings & Weekends)
This non-licensure track is for those interested in working in education and community settings where a license is not required.
Early Childhood Education, A.A.
Preparation to work with children birth to age eight.
Early Childhood Education, B.A. (Coed Evening & Weekends)
Earn your teaching license in Early Childhood Education to work with children birth to age eight.
Early Childhood Education, B.A. (Weekdays for Women)
Prepares women to earn a teaching license in Early Childhood Education to work with children birth to age eight.
Education (Minor)
Trinity’s minor in education will give students a foundation in current educational theories and practices to capably pursue dreams of teaching.
Elementary Education, B.A. (Weekdays for Women)
Earn your teaching license in Elementary Education to work with children in 1st to 6th grade.
General Studies, A.A.
Choose an area of focus from: Early Childhood Education, Social and Behavioral Sciences, Arts and Humanities, or Business
General Studies, B.A. (Coed Evenings & Weekends)
Hone your critical thinking & writing skills while enjoying the flexibility of choosing areas of focus according to interests and experiences. Includes non-licensure track for those considering a career in Early Childhood Education
Human Relations, B.A. (Weekdays for Women)
Study and understand human behavior from both a psychological and a sociological perspective -- and take that knowledge to a career anywhere you dream.
Master of Arts in Teaching, M.A.T. (All Programs)
Prepare for teacher licensure in DC and most states, with programs in early childhood, elementary, secondary, or special education. Option for dual licensure in special education AND your primary focus area.
Master of Arts in Teaching, M.A.T., Early Childhood Education Program
Earn your teaching license and a masters degree in Early Childhood Education to work with children birth to age eight.
Master of Arts in Teaching, M.A.T., Elementary Education Program
Earn your teaching license and a masters degree in Elementary Education to work with children in 1st to 6th grade.
Master of Arts in Teaching, M.A.T., Secondary Education Program
Earn your teaching license and a masters degree in Secondary Education to work with students in 7th to 12th grade.
Master of Arts in Teaching, M.A.T., Special Education Program
Earn your teaching license and a masters degree in Special Education to work with exceptional learners in grades K to 12.
Master of Education – Curriculum and Instruction, M.Ed.
Licensed teachers can pursue an advanced degree with concentrations in social justice, literacy and reading education, education policy and leadership, and coaching and supervision.
Master of Science in Administration, School Leadership, M.S.A.
Licensed teachers interested in becoming administrators in elementary, middle or high school. Five semesters, classes meet one weekend a month.
Community Education, B.A. (Weekdays for Women)
This non-licensure track is for those interested in working in education and community settings where a license is not required.
Early Childhood Community Education, B.A. (Coed Evenings & Weekends)
This non-licensure track is for those interested in working in education and community settings where a license is not required.
Early Childhood Education, B.A. (Coed Evening & Weekends)
Earn your teaching license in Early Childhood Education to work with children birth to age eight.
Early Childhood Education, B.A. (Weekdays for Women)
Prepares women to earn a teaching license in Early Childhood Education to work with children birth to age eight.
Elementary Education, B.A. (Weekdays for Women)
Earn your teaching license in Elementary Education to work with children in 1st to 6th grade.

Take your educational career to the next level with an advanced degree. $840 per credit.

Master of Arts in Teaching, M.A.T. (All Programs)
Prepare for teacher licensure in DC and most states, with programs in early childhood, elementary, secondary, or special education. Option for dual licensure in special education AND your primary focus area.
Master of Arts in Teaching, M.A.T., Early Childhood Education Program
Earn your teaching license and a masters degree in Early Childhood Education to work with children birth to age eight.
Master of Arts in Teaching, M.A.T., Elementary Education Program
Earn your teaching license and a masters degree in Elementary Education to work with children in 1st to 6th grade.
Master of Arts in Teaching, M.A.T., Secondary Education Program
Earn your teaching license and a masters degree in Secondary Education to work with students in 7th to 12th grade.
Master of Arts in Teaching, M.A.T., Special Education Program
Earn your teaching license and a masters degree in Special Education to work with exceptional learners in grades K to 12.
Master of Education – Curriculum and Instruction, M.Ed.
Licensed teachers can pursue an advanced degree with concentrations in social justice, literacy and reading education, education policy and leadership, and coaching and supervision.
Master of Science in Administration, School Leadership, M.S.A.
Licensed teachers interested in becoming administrators in elementary, middle or high school. Five semesters, classes meet one weekend a month.

About Certificate Programs: Earn Certification & Credits Towards a Degree

Earn a certificate and credits that count toward a Trinity degree! Trinity’s education certificates can advance your career, open new options, and put you several steps closer to your degree. Intended for: Those looking for a new career and an introduction to Early Childhood Education or those needing to earn a CDA.

  • Entirely online, with small class sizes to give you the personal attention you deserve.
  • Affordable at just $785 (undergraduate-level) per credit and you may qualify financial aid.
  • Advising and academic support services help you stay on track to successfully earn your certificate.
  • Superior one-on-one instruction from faculty with extensive experience who are committed to your success.
  • Immediately useable knowledge and skills can be applied immediately at your current or future job. You’ll learn proven strategies and data-driven best practices.
Certificate in Child Development
Preparation to work with children birth to age eight, 120 hours toward a CDA, and a bridge to an Associate Degree.

About Certificate Programs: Earn Certification & Credits Towards a Degree

Earn a certificate and credits that count toward a Trinity degree! Trinity’s education certificates can advance your career, open new options, and put you several steps closer to your degree. Intended for: Those who have an undergraduate degree in something other than education and are seeking licensure in DC. Those interested in earning credit toward a masters degree.

  • Entirely online, with small class sizes to give you the personal attention you deserve.
  • Affordable at just $840 (graduate-level) per credit and you may qualify financial aid.
  • Advising and academic support services help you stay on track to successfully earn your certificate.
  • Superior one-on-one instruction from faculty with extensive experience who are committed to your success.
  • Immediately useable knowledge and skills can be applied immediately at your current or future job. You’ll learn proven strategies and data-driven best practices.
Certificate in Early Childhood Education Foundations
Preparation to work with children birth to age eight while earning credits towards a future Master's Degree.
Certificate in Education Policy
A stackable credential for teachers and education professionals seeking a leadership position.
Certificate in Special Education
Preparation to work with exceptional learners K-12 while earning credits towards a future Master's Degree.

For those on their way to earning a bachelor’s degree in education. This stackable credential gets you half way there! $195 per credit.

Early Childhood Education, A.A.
Preparation to work with children birth to age eight.
General Studies, A.A.
Choose an area of focus from: Early Childhood Education, Social and Behavioral Sciences, Arts and Humanities, or Business
Health Services A.A.
Gain skills needed for a career in public health and explore the rapidly-changing healthcare landscape.

Education Programs By Area of Interest

All possible paths to your educational career goals begin here.

Certificate in Child Development
Preparation to work with children birth to age eight, 120 hours toward a CDA, and a bridge to an Associate Degree.
Certificate in Early Childhood Education Foundations
Preparation to work with children birth to age eight while earning credits towards a future Master's Degree.
Certificate in Education Policy
A stackable credential for teachers and education professionals seeking a leadership position.
Certificate in Special Education
Preparation to work with exceptional learners K-12 while earning credits towards a future Master's Degree.
Community Education, B.A. (Weekdays for Women)
This non-licensure track is for those interested in working in education and community settings where a license is not required.
Early Childhood Community Education, B.A. (Coed Evenings & Weekends)
This non-licensure track is for those interested in working in education and community settings where a license is not required.
Early Childhood Education, A.A.
Preparation to work with children birth to age eight.
Early Childhood Education, B.A. (Coed Evening & Weekends)
Earn your teaching license in Early Childhood Education to work with children birth to age eight.
Early Childhood Education, B.A. (Weekdays for Women)
Prepares women to earn a teaching license in Early Childhood Education to work with children birth to age eight.
Education (Minor)
Trinity’s minor in education will give students a foundation in current educational theories and practices to capably pursue dreams of teaching.
Elementary Education, B.A. (Weekdays for Women)
Earn your teaching license in Elementary Education to work with children in 1st to 6th grade.
General Studies, A.A.
Choose an area of focus from: Early Childhood Education, Social and Behavioral Sciences, Arts and Humanities, or Business
General Studies, B.A. (Coed Evenings & Weekends)
Hone your critical thinking & writing skills while enjoying the flexibility of choosing areas of focus according to interests and experiences. Includes non-licensure track for those considering a career in Early Childhood Education
Human Relations, B.A. (Weekdays for Women)
Study and understand human behavior from both a psychological and a sociological perspective -- and take that knowledge to a career anywhere you dream.
Master of Arts in Teaching, M.A.T. (All Programs)
Prepare for teacher licensure in DC and most states, with programs in early childhood, elementary, secondary, or special education. Option for dual licensure in special education AND your primary focus area.
Master of Arts in Teaching, M.A.T., Early Childhood Education Program
Earn your teaching license and a masters degree in Early Childhood Education to work with children birth to age eight.
Master of Arts in Teaching, M.A.T., Elementary Education Program
Earn your teaching license and a masters degree in Elementary Education to work with children in 1st to 6th grade.
Master of Arts in Teaching, M.A.T., Secondary Education Program
Earn your teaching license and a masters degree in Secondary Education to work with students in 7th to 12th grade.
Master of Arts in Teaching, M.A.T., Special Education Program
Earn your teaching license and a masters degree in Special Education to work with exceptional learners in grades K to 12.
Master of Education – Curriculum and Instruction, M.Ed.
Licensed teachers can pursue an advanced degree with concentrations in social justice, literacy and reading education, education policy and leadership, and coaching and supervision.
Master of Science in Administration, School Leadership, M.S.A.
Licensed teachers interested in becoming administrators in elementary, middle or high school. Five semesters, classes meet one weekend a month.

Our early childhood education major prepares you to meet eligibility requirements for teacher licensure in early childhood education (ages 3-8) in the District of Columbia.

Early Childhood Education, A.A.
Preparation to work with children birth to age eight.
Early Childhood Education, B.A. (Coed Evening & Weekends)
Earn your teaching license in Early Childhood Education to work with children birth to age eight.
Early Childhood Education, B.A. (Weekdays for Women)
Prepares women to earn a teaching license in Early Childhood Education to work with children birth to age eight.
Master of Arts in Teaching, M.A.T., Early Childhood Education Program
Earn your teaching license and a masters degree in Early Childhood Education to work with children birth to age eight.

Trinity’s program in elementary education prepares you to meet eligibility requirements for teacher licensure in elementary education (grades 1-6) in the District of Columbia.

Elementary Education, B.A. (Weekdays for Women)
Earn your teaching license in Elementary Education to work with children in 1st to 6th grade.
Master of Arts in Teaching, M.A.T., Elementary Education Program
Earn your teaching license and a masters degree in Elementary Education to work with children in 1st to 6th grade.
Master of Arts in Teaching, M.A.T., Special Education Program
Earn your teaching license and a masters degree in Special Education to work with exceptional learners in grades K to 12.

Prepare to meet D.C.’s certification requirements, which are reciprocal with most states. As an educator, you have the opportunity to initiate change by empowering students and helping them strengthen their families and communities through education.

Master of Arts in Teaching, M.A.T., Secondary Education Program
Earn your teaching license and a masters degree in Secondary Education to work with students in 7th to 12th grade.
Master of Arts in Teaching, M.A.T., Special Education Program
Earn your teaching license and a masters degree in Special Education to work with exceptional learners in grades K to 12.

Prepare for a leadership position in an elementary, middle or high-school level.

Master of Education – Curriculum and Instruction, M.Ed.
Licensed teachers can pursue an advanced degree with concentrations in social justice, literacy and reading education, education policy and leadership, and coaching and supervision.
Master of Science in Administration, School Leadership, M.S.A.
Licensed teachers interested in becoming administrators in elementary, middle or high school. Five semesters, classes meet one weekend a month.

Prepare to meet D.C.’s certification requirements, which are reciprocal with most states. As an educator, you have the opportunity to initiate change by empowering students and helping them strengthen their families and communities through education.

Certificate in Special Education
Preparation to work with exceptional learners K-12 while earning credits towards a future Master's Degree.
Early Childhood Education, B.A. (Weekdays for Women)
Prepares women to earn a teaching license in Early Childhood Education to work with children birth to age eight.
Master of Arts in Teaching, M.A.T., Special Education Program
Earn your teaching license and a masters degree in Special Education to work with exceptional learners in grades K to 12.

About the School of Education

Jennifer Hauver

Dr. Jennifer Hauver
Dean of the School of Education
hauverj@trinitydc.edu
202-884-9557

 

Jenn Hauver received her BA in Foreign Affairs and French Language from the University of Virginia in 1995. She began her teaching career in 1997 in Fairfax County, VA, after earning her MEd in Elementary Education from George Washington University. In Fairfax, she taught 3rd grade, Kindergarten and 5th grade, and began her doctoral studies in Teacher Education at the University of Maryland, College Park. Upon earning her PhD in 2006, she assumed her first academic position at Kent State University where she oversaw the methods block of courses for Early Childhood and Elementary Education students and served as the university liaison to Akron City Schools. In 2010, she moved to the University of Georgia to work more fully in a Professional Development School network with local Clarke County Schools. There she helped to develop pre-service and practicing teachers in Early Childhood Education and in K-12 Social Studies. She served as Graduate Coordinator of the College of Education’s 17 graduate programs, earned tenure and was promoted. She returned home to Virginia, transitioning to Randolph-Macon College in 2017 where she served as Chair of the Education Department. While there, she took leave to return to the K-12 classroom. She taught high school social studies at Justice HS in Fairfax VA for 18 months. She has continued to teach history at the adult night school for Arlington County, VA. Dr. Hauver joined the Trinity family last fall as the Associate Dean of Education Programs. Throughout her academic career, her research has focused on democratic living and learning in schools. Her most recent book, Young Children’s Civic Mindedness: Living and Learning in an Unequal World, was published by Taylor Francis in 2019. She is deeply committed to equity and access in education and to preparing teachers who can serve as advocates for a more just society. She has two beautiful daughters and three loving pups. She loves to garden and hike and read a good book. She looks forward to her new role, and all the good work we will continue to do on behalf of Trinity’s students and the DC community!

Education Faculty and Staff

Dr. Marie Celeste
Associate Professor of Education
CelesteM@trinitydc.edu

Dr. Monique Green
Assistant Professor of Education
GreenMon@trinitydc.edu

Dr. Jennifer Hauver
Dean of Education
HauverJ@trinitydc.edu

Dr. Jennifer Lee
Assistant Professor of Early Childhood Education
LeeJen@trinitydc.edu

Cristina Lynch
Director of Trinity at THEARC
LynchCr@trinitydc.edu

Katie Omenitsch
Director, Continuing Education
OmenitschKa@trinitydc.edu

Michael Rowe
Director of Early Childhood Education
RoweMi@trinitydc.edu

Dr. Gladys Williams
Educational Administration Program Director
WilliamsGl@trinitydc.edu

EDU Initial Certification Program Licensure Notification

The teacher education preparation program at Trinity Washington University is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). Successful completion of a teacher education academic program (ECE, ELE, SPED, SEC, SPEECE, SPEELE, SPESEC) at Trinity Washington University will meet the education requirements necessary to pursue initial teacher licensure in the District of Columbia and most states in which a student intends to practice. Some states have additional requirements such as completion of First Aid training or courses in Multiculturalism, Diversity, etc. Students should contact the appropriate state licensing board to determine if the program at Trinity Washington University can lead to licensure in that state and what, if any, additional licensure requirements exist in that state. Trinity stands ready to assist with state licensure questions, and students should consult with their advisor, program director or Dean, in case of doubt.

You may access teacher certification requirements by state, including information regarding state reciprocity here:
https://www.teachercertificationdegrees.com/

You may also access certification requirements and contact information for your state department of education at the Federal Department of Education here:
https://www2.ed.gov/about/contacts/state/index.html

EDU MSA Program Licensure Notification

The principal preparation program at Trinity Washington University is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). Successful completion of the educational administration program at Trinity Washington University will meet the education requirements necessary to pursue the Administrative Services Credential in the District of Columbia and certification in most states in which a student intends to practice. Some states have additional requirements, such as completion of training in alcohol and drug related disabilities or courses in Multicultural Education or Cross-cultural Communications, etc. Students should contact the appropriate state licensing board to determine if the program at Trinity Washington University can lead to licensure in that state and what, if any, additional licensure requirements exist in that state. Trinity stands ready to assist with state licensure questions, and students should consult with their advisor, program director or Dean, in case of doubt.

You may access principal/administrative certification requirements by state, including information regarding state reciprocity here:
https://www.teaching-certification.com/principal-certification.html

You may also access certification requirements and contact information for your state department of education at the Federal Department of Education here:
https://www2.ed.gov/about/contacts/state/index.html

The Education Programs at Trinity Washington University prepare scholar-practitioners to be educators,  administrators, and reformers who strive to enhance the infinite possibilities of those they serve and combat the forces of systemic oppression.

The mission of the Education Programs is to prepare educators, administrators, and reformers who advocate for those who are and historically have been marginalized by challenging systems of oppression. This mission enhances the overall University in preparing scholar-practitioners across the lifespan for the intellectual, ethical, and spiritual dimensions of life. Our scholar-practitioners do this by addressing economic, educational, and political injustices at the community, national, and federal levels. The Education Program Faculty implements this mission through unit goals that highlight service and leadership in diverse systems and communities and promote the conceptualization of the role of change agent in education, counseling, and administration.

The faculty recognizes that knowledge and skills, while necessary, are alone insufficient in the work of educators, and administrators (Bialka, 2016; Blount & Mullen, 2015; Grskovic & Trzcinka, 2011; Gysbers, 2013; Williams, S., 2012). As such, the Faculty has identified a set of goals to guide scholar-practitioners in their work. Trinity Washington University scholar-practitioners will:

  1. Respect the dignity and worth of each individual and believe that all human beings possess capacity for thought, feeling, and learning in inclusive environments.
  2. Recognize and address the effects of injustices on marginalized and historically oppressed individuals and communities.
  3. Understand the components of effective pedagogy, praxis, and counseling and use evidence-based practices and technology in their fields.
  4. Make ethical use of assessment, measurement, and evaluation techniques and tools recognizing the effects of socioeconomic, gender, ethnic, racial, trauma, and cultural factors in each of these endeavors.
  5. Facilitate inclusion of family and community as partners in the education, counseling, and administration processes.
  6. Recognize the importance of continued professional development and advocacy in maintaining best practices.
  7. Use trauma-responsive practices to address the well-being of individuals and to drive and support systemic change.
  8. Use technology to support equitable access to opportunities to learn and grow.

CAEP Accreditation

Annual measures reported here reflect data collected between 9/1/2020 – 8/31/2021. Data is reported for both initial certification programs (BA and MAT) and advanced programs (MSA). Data is not disaggregated by licensure area or program in order to protect the confidentiality of our candidates and completers.

Trinity Washington University completers have a positive impact on P-12 learning and development, and are effective in their employment settings. Trinity triangulates data from five sources to determine the impact and effectiveness of its completers: The EPP Report provided by the District of Columbia Office of State Superintendent of Education (OSSE), Alumni and Employer Evaluations, Teacher Formal Evaluations, Classroom Observations and Principal Interviews.

OSSE Data: Percent of Effective Teachers by Ward

The table below was provided by OSSE on Trinity’s Educator Preparation Provider impact on the District of Columbia School System (DCPS). The table shows the percentage of program completers employed as first-year teachers in DC LEAs during school year 2019-20, who earned ratings of effective or higher for 2020-2021. The evidence shows our completers are 100% effective in Wards 6, 7, and 8 as compared to all EPP completers who scored 70-78.9% effectiveness in those same wards. 

Alumni and Employer Surveys

On both the alumni and employer surveys, respondents are asked to assess impact on student learning (Question 11 on the Alumni Survey; Question 15 on the Employer Survey) and to include evidence to support their rating. 

For the alumni survey, the overall mean response was 4.71, which is between “very satisfied” (71% of responses) and “satisfied” (29% of responses).  The means by licensure area were: ECE = 4.60; ELEM = 5.00; Secondary = 5.00; Special Ed = 5.00.

For the employer survey, the overall mean response was 4.67, which is between “very satisfied” (67% of responses) and “satisfied” (33% of responses). 

The alumni survey also asks respondents to rate the degree to which the program prepared them with a variety of knowledge/skills tagged to the InTASC standards and related to their ability to impact P-12 learners. Ratings for each area were between 4.3 and 4.8 on a five point scale suggesting alumni feel prepared with the knowledge and skills needed to be effective classroom teachers. 

Teacher Formal Evaluations

Trinity invites completers to share their year-end teaching evaluations. Five of our 16 completers submitted their formal evaluations to us (response rate = 31%). Because these five completers work for three different school systems (using different rating scales), we cannot aggregate their ratings. Instead, we include their individual ratings (along with the scales) here.

Classroom Observations 

Each spring, Trinity faculty conduct observations of its completers where completers are assessed in line with the InTASC teaching standards. Five observations of alumni teachers were conducted (22% of completers across programs). Results of these observations indicate 100% of completers observed met or exceeded all teaching standards. Click here for data on particular indicators.

Principal Interviews

Three principal interviews were conducted alongside Classroom Observations. Ratings and excerpts are included below.

  • Student 4: Highly Effective: “xxxxx’s students have grown immensely (3 points in growth) using in-house assessments to measure student learning.”
  • Student 5: Effective: “xxxxx has been absolutely amazing this year. Every time I go into her virtual room I leave thinking to myself “I can’t believe she is a first year teacher”! Her students love her, her colleagues love her, and I have heard from many parents how much they adore and appreciate xxxxx.”
  • Student 2: Highly Effective: “xxxx is a team player and collaborates well with her teammates. She is an advocate for students and holds them to high standards. She is organized and well planned.”

Initial Programs (BA, MAT) 

Ratings of graduates by their employers suggest that they are demonstrating the knowledge, skills, and behaviors expected of effective teachers and are rated as effective by their Principals. A number of questions ask Principals about their level of satisfaction and for all the average response is well above 4.0 on a scale of 1-5. For a look at the compiled data, click here.

Advanced Program (MSA)

Ratings of graduates by their employers suggest that they are demonstrating the knowledge, skills, and behaviors expected of effective administrators and are rated as effective. A number of questions ask employers about their level of satisfaction and for all the average response is well above 4.0 on a scale of 1-5. For a look at the compiled data, click here.

Stakeholder Involvement

Trinity Washington University Education Programs have established MOUs with the District of Columbia and with Prince George’s County Public Schools. Students in our initial certification programs and advanced programs are placed in these districts.

The Council met once in 2020-2021, in the spring semester, on March 16, 2021. Agenda items included:

      • Discussion of Ongoing and Potential Recruiting Efforts
      • Validity Discussion of 4 Key Assessment Instruments in Initial Programs – Clarity of Language and Rating Scales
        • Action Research Assignment & Rubric
        • InTASC Portfolio Assignment & Rubric
        • Lesson/Unit Plan Assignment & Rubric
        • Webpage Assignment & Rubric
      • Suggestions for Continuous Improvement: 
        1. Reviewing language with respect for bias
        2. Aligning language across documents with strong preference towards language used in Unit Plan. In particular, the phrase “concepts, processes, knowledge, and/or academic language”
        3. Noting toward beginning of teacher preparation courses that assignments have purpose when completing the inTasc portfolio.
        4. Suggesting to students to record their lessons (with permission from appropriate parties) to use as artifacts
        5. Support students in using rubrics to self-assess their work on assignments over time
        6. The Council decided to meet twice a year going forward (rather than once a year) in order to have more sustained conversation about programming and partnerships.

In 2020-2021, Trinity’s Education Council consisted of 24 members, who represented the interests of Trinity’s school and district partners, faculty, staff, and alumni. We are proud to have had so many committed partners serve on our Council of Education in 2020-2021. Click here for a complete list of Council members in 2020-2021.

Initial Programs (BA, MAT) 

Candidate competency at completion of our Initial Certification Programs (BA and MAT) is evaluated by triangulating data collected on four EPP-created content and skills assessments, one EPP-created dispositions assessment, and the EPP’s Praxis II pass rates.

EPP-Created Content and Skills Assessments: In 2020-2021, we were still working on validating our instruments with stakeholders and establishing inter-rater reliability among faculty. Thus, our data was preliminary – meaning that we need to keep an eye on potential areas for growth across data collected in future semesters. 

In 2020-2021, we had 16 students exiting our initial certification programs (12 in the fall, 4 in the spring). All students met or exceeded expectations on the Clinical Student Teaching Evaluation, the InTASC Portfolio, and the Action Research Project. The Content Portfolio assessment revealed some areas of development. Across all four instruments, the lowest scores (developing and meets expectations) were in the following three areas: technology, assessment, and accommodating for learning differences. The following suggestions for continuous improvement grew out of our faculty conversations:

  • The Integration of Technology – Faculty created a technology-specific key assessment that is now incorporated into our Technology course to more intentionally develop and assess skills related to technology integration.
  • Assessment – Faculty agreed that we need to more intentionally address assessment throughout our initial certification program courses. We decided that in 2021-2022 we would take time during our faculty meetings to plan and reflect on this effort.
  • Learning Differences – Faculty agreed that despite our emphasis on differentiation and accommodating for learning differences across our coursework, student teachers often struggle to implement differentiated instruction in their clinical placements. We decided to bring this concern to our Council of Education at our next meeting and to discuss this concern with our cooperating teachers in the next academic year. 

Click here to review data collected on EPP-created content and skills assessments.

 

Completer Professional Dispositions Assessment Scores:

 

100% of Fall 2020 graduates met all expectations across the eight dispositions (3 on a scale of 0-3) as evaluated by their university supervisors and cooperating teachers. In the Spring of 2021, all graduates met expectations on seven of the eight dispositions. One student was developing in “Responsibility.” See the chart below.

 

Disposition Fall 2020 (N=12) Spring 2021 (N=4)
Commitment to the Profession & Equity 3.0 3.0
Responsibility 3.0 2.75
Integrity & Ethical Conduct 3.0 3.0
Maturity & Professional Demeanor 3.0 3.0
Interpersonal Skills/Cultural Sensitivity 3.0 3.0
Professionalism & Judgment 3.0 3.0
Collaboration 3.0 3.0
Reflective & Scholarly Practice 3.0 3.0

 

Completer Praxis II Pass Rates (2020-2021):

 

Subject Area Number of Students Testing Area Pass Rate
Early Childhood Education 8 Early Childhood Education (5025)-156 100%
Special Education (Non-Categorical) Special Ed: Non-Categorical (5354)-151 100%

*Pass rates for our Elementary completers (N=2) and our Secondary completers (N=1) are not reported in order to protect student confidentiality.

 

Advanced Programs (MSA)

Candidate competency at completion of the MSA program is assessed through two key assessments: The Vision Project in EDAD 608 and the Case Study in EDAD 634. In both Fall 2020 and Spring 2021, all candidates scored “3” on a scale of 1-3 (3 = Exceeds Standard). For compiled data, please click here.

In addition, the competency of our MSA candidates is demonstrated by their pass rate on the Educational Administration Praxis Exam (#6990). In 2020-2021, 24 MSA students attempted the exam. 22 passed. Thus, our institution pass rate was 91.67%.

Initial Programs (BA, MAT)

100% of Trinity’s completers in 2019-2020 were hired in the areas for which they were prepared in AY 2020-2021. Data provided by OSSE shows that 65% of Trinity’s completers were employed as teachers in the District of Columbia. This is significantly higher than the average number of completers employed in the District of Columbia by other EPPs in DC. 

 

Of that 65% (15 out of 23 completers), 26.7% were employed in the District’s Public Charter Schools. 73.3% were employed by the Districts Public Schools (see chart below, provided by OSSE).

 

A complete record of where Trinity’s graduates were hired in 2020-2021 (having graduated the year before) is below. 

 

Program Completion N DC/DCPS MCPS PGCPS Other Unknown
Fall 2020 12 59% 8%   8% 25%
Spring 2020 8 75%       25%
Fall 2019 5 60%   20%   20%
Spring 2019 7 71%   14.5% 14.5%  

 

Advanced Program (MSA)

100% of Trinity’s MSA completers in 2019-2020 were hired in the areas for which they were prepared in AY 2020-2021. All four are working in the District of Columbia.

All of Trinity’s initial-license and advanced-level Education programs underwent review by the Council for the Accreditation of Educator Preparation (CAEP) and were given the following accreditation status during the last review:

  • Initial-licensing level programs: Accredited
    • BA in Early Childhood Education
    • BA in Elementary Education
    • MAT in Early Childhood Education
    • MAT in Elementary Education
    • MAT in Secondary Education
    • MAT in Special Education
  • Advanced-level programs: Accredited
    • Educational Administration

Two of Trinity’s Education programs hold recognition from Specialized Professional Associations until February 1, 2026:

  • Educational Administration:  National Educational Leadership Preparation (NELP)
  • Special Education: Council for Exceptional Children (CEC)

All other teacher preparation programs underwent review by the Office of the State Superintendent of Education at the time of CAEP review, and are approved.