School Of Education -- Specific Policies

The following policies are specific to the School of Education. For more general information on university-wide policies, refer to the academic policies section.

• Attendance Policy
• Portfolio Statement
• Student Academic Grievance Policy
• Grading Policy
• Format for Student Work Policy
• Massachusetts Tests for Educator Licensure Policy
• For Faculty: Policy Statements for Course Syllabi

School of Education Attendance Policy - Graduate Programs

In order to maintain the academic integrity of Lesley programs, and to meet course learning objectives for all class members, students are expected to attend and to participate fully in all class meetings. In exceptional circumstances when students need to be absent from a class, they should discuss with the faculty member, in advance, any portion of a class meeting they cannot attend.

Faculty members reserve the right, in consultation with their academic program directors, to set specific attendance requirements for their courses, which may include no absences. This applies to all models of delivery, including institutes, residencies, workshops, etc. As part of their syllabus, faculty members establish expectations regarding family or medical emergency and "milestone" circumstances that may necessitate student absence from class. Absence from class diminishes the learning community and may have an adverse effect on a student's grade.

In setting their attendance requirements, faculty members will be guided by the following standards:

• Weekly Model:

If a student is absent for more than six (6) hours of class time, the academic consequences will be determined according to the policies of the academic program in which the student is enrolled. Missing more than nine (9) hours of weekly class meetings will result in a grade of administrative withdrawal (AW) on the student's transcript. For courses with a grade of AW, no credit and no tuition refund will be given.

• Weekend Model:

When missing any class time up to the equivalent of one (1) full day over the two weekends, students are responsible for contacting the faculty member in advance (or as soon as possible afterward) to discuss the nature of the family or medical emergency or "milestone" circumstance. The faculty member will determine whether the course attendance expectations will permit makeup work and/or whether there may be an adverse effect on the final grade. Missing more than the equivalent of one (1) full day over the two weekends will result in a grade of administrative withdrawal (AW) on the student's transcript. For courses with a grade of AW, no credit and no tuition refunds will be given.

Serious family or medical emergency and significant "milestone" circumstances may warrant exception to these requirements and will be considered on a case-by-case basis, in consultation with the appropriate academic unit personnel.

The faculty member has full discretion regarding students making up assignments missed, including those completed in and out of class, as well as specific course content (e.g., videos, reflections, discussion, readings, etc.).

Portfolio Requirement

Students in licensure programs are expected to develop a portfolio to document their growth during the period of their professional preparation. Students in initial teaching licensure programs should plan to collect and reflect upon at least one item from each course for inclusion in their portfolio. Details about the portfolio process at Lesley are presented in the Portfolio Guidelines for Initial Licensure booklet (available through the SOE program advisors on the second floor of 1815 Massachusetts Avenue, Cambridge. The process is also discussed in EEDUC 5146, Issues in American Schooling, the introductory course for several programs; as part of an introductory course in the Creative Arts in Learning program (GARED 6110, Arts and Education: History and Philosophy), in ESPED 5100, Special Needs: An Inclusive Perspective, at posted meetings each semester; and on videotape available on reserve at the Kresge Center. Questions regarding portfolios may be directed to Dr. Arlyn Roffman,Portfolio Advisor, at aroffman@lesley.edu.

The portfolio is an assessment tool for the student and his/her professors, and by the end of the program will provide concrete proof that the student has met the required state standards for teacher licensure. It is a two-phase process. In Phase I, students collect course items and other materials to add to the portfolio, and write reflections on progress. Phase II is the completion period, where students refine and complete their portfolios, which will also include further reflections and future goals. The practicum seminar leader will read and evaluate completed portfolios. If a student's portfolio is not satisfactory, he/she will be given an opportunity to revise the work and

Student Academic Grievance Policy

Lesley affirms the right of all students to obtain quality academic services. To protect these rights, Lesley provides the following grievance procedure. This procedure covers all students enrolled in School of Education graduate courses. A student who is placed on probation or who is dismissed has the right to appeal through this procedure. The process has been established to provide students a vehicle by which they may appeal academic decisions. The appeal process shall be concerned with academic matters directly related to the process of instruction and evaluation of academic performance.

A student wishing to appeal a grade or any other academic decision relating to a particular class should first speak with the instructor involved and attempt to reach a satisfactory agreement. Lesley recognizes that day-to-day problems affecting students will normally be resolved between the student and the instructor. Such matters shall not be deemed grievances, and their settlement shall not establish a precedent for the resolution of other or similar problems which may arise at Lesley. If the student is unable to reach an acceptable agreement to the problem on an informal basis, the student may file a formal grievance.

Definition of an Academic Grievance

A grievance is a complaint made by a student that the university and/or a specific faculty member has interpreted or applied the academic policies of the school in violation of a specific policy and that such interpretation or application has adversely affected his/her interest as a student.

Academic Grievance Review Process

A formal complaint may be filed only after informal steps have failed to resolve the issue.

Level I: Faculty-Student Meeting

To initiate the grievance review process, the student will request, in writing, an appointment with the faculty member. The request for a meeting must be made within two (2) weeks of the alleged violation. The written request must be accompanied by a written statement fully describing the complaint and indicating that redress for a grievance is sought.

The faculty member will assign the earliest convenient date for a meeting. This date will be within one (1) week after the instructor receives the request, subject to faculty contractual responsibilities. At that meeting, the student and the instructor will attempt to resolve the grievance.

Within ten (10) working days of the meeting, the instructor will reply in writing to the student's written statement and describe either the concluded resolution or the reasons for not being able to reach an agreement.

If Level I does not provide a mutually satisfactory resolution to the complaint, the student may appeal the Level I decision by initiating a Level II review.

Level II: Faculty-Student-Division Director Meeting

The student will commence Level II by requesting, in writing, a meeting with the division director, accompanied by a written description of the complaint and Level I outcome, within two (2) weeks after the conclusion of Level I. A copy of the student's letter and description will be forwarded by the student to the faculty member at that time.

Upon receipt of the written request for a Level II meeting, the division director will assign the earliest convenient date for the meeting, but no later than one (1) week after the request has been received. The division director will inform the student and faculty member, in writing, of the time and place of the meeting. In this meeting, the student and the faculty member will attempt to resolve the grievance mutually.

The division director will record the Level II meeting and forward the findings to the student and the faculty member within two (2) weeks of the meeting. If Level II does not provide a mutually satisfactory resolution to the complaint, the student may appeal the Level II decision by initiating a Level III review.

Level III: Mediation Committee

The student will commence Level III by preparing a brief written description of the complaint and forwarding the Level I and Level II outcome description to the associate dean of the school. The associate dean will constitute the mediation committee within five (5) days of receipt of the request. The mediation committee will consist of three people from the Lesley University community. One person will be appointed by the school dean. One person will be appointed by the student. The third person will be the associate dean of the school, who will chair the committee. The student will forward to the associate dean the name of the student's appointment to the mediation committee. The written request will be delivered to the associate dean within two (2) weeks after the conclusion of Level II.

The school will deliver the student's written request to the associate dean within five (5) days of receiving the request. The mediation committee will convene at the earliest convenient date for all concerned. The student will be notified in writing of the time and place of the meeting. The meeting will take place within two (2) weeks of receipt of the student's written request by the associate dean.

The mediation committee will meet individually with the student and the faculty member. The committee will undertake a formal investigation of the factual elements of the complaint and will review any Lesley policies that may be applicable.

The committee will make a recommendation for resolution of the grievance, in a written report, which will also set forth the facts of the complaint and cover the procedures of the committee meeting. This written recommendation will be delivered to the school dean within one (1) week after the mediation committee's final meeting.

The Dean of the School of Education will review the report and make the final decision concerning resolution of the grievance. The dean will inform the student, in writing, of that resolution within one (1) week of receipt of the committee report, together with his/her justification.

The decision of the Dean of the School of Education will be final.

In off-campus programs, students may need to substitute alternative measures in lieu of the meetings and timeline as stated. This would be arranged at the discretion of the Dean of School of Education.

School of Education Grading Policy

For graduate students at the Master's, Certificate of Advanced Graduate Study, or Doctoral levels, a grade of B- or better in all core or required courses must be received in order to count toward degree requirements. For grades of C+ or below on a core or required course, a student must retake the course. For elective courses, graduate students may earn a maximum of three credits of C+ grades and have those credits apply toward degree requirements. If the student does not achieve a passing grade in an elective, he or she may retake the course, or another elective may be substituted. All grades will be recorded.

A cumulative grade point average of 3.0 or higher is necessary for graduate-level graduation eligibility. Grades submitted by faculty to the Registrar's Office are considered to be final grades. On-campus grades are generally posted within ten (10) working days of the end of the semester. Grade reports are currently mailed to students at the end of each semester; as this may change, please also use your Lesley online information service to check for your grades.

Official Format for Student Work

The Lesley University School of Education has adopted the Publication Manual of the American Psychological Association, 5th Edition [2001] as the official format for student papers, citations, and bibliographies, effective September 2001. The School of Education will not accept other publication guidelines, such as the Modern Language Association. Students are encouraged to obtain a personal copy of the APA's 5th Edition for the first course in their program of study. The Ludcke Library APA page also provides helpful information on APA guidelines.

For Faculty: Lesley University and School of Education Policy Statements (to be added to course syllabi)

Academic Integrity Policy

Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University's policy, which includes information about documenting sources, plagiarism, cheating, fabrication, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, and lying/tampering/theft. The complete policy can be found at: http://www.lesley.edu/policies/catalog/integrity.html.

Portfolio Development

Students in licensure programs are expected to engage in development of a portfolio to document their growth during the period of their professional preparation. Students in initial teaching licensure programs should plan to collect and reflect upon at least one item from each course for inclusion in their portfolio. Details about the portfolio process at Lesley are presented in Guidelines for Initial Licensure booklet that may be downloaded at http://www.lesley.edu/soe.html or may be obtained in hard copy from the Special Education office on the 2nd floor of the Porter Exchange Building, at 1815 Massachusetts Avenue. In addition, the process is discussed in EEDUC 5146: Issues in American Schooling, the introductory course for several programs; at posted meetings each semester; and on a videotape available on reserve at the Kresge Center. Questions regarding portfolios may be directed to Dr. Arlyn Roffman at aroffman@lesley.edu.

Disability Services for Students

Lesley University is committed to ensuring that all qualified students with disabilities are afforded an equal opportunity to participate in and benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), and provide documentation of the disability. Eligibility for reasonable accommodations will be based on the documentation provided. If you are a student with a documented disability, or feel that you may have a disability, please contact:

For on-campus students with learning disabilities or attention disorders:
Maureen Riley, Director of Academic LD/ADD Services
23 Mellen Street, 5th Floor, Office 504
617034908464 (voice) or 617-349-8558 (fax)
mriley@lesley.edu (e-mail)

For off-campus students with physical, sensory, and for on-campus and off-campus students with physical, sensory, or psychiatric disabilities:
Laura J. Patey, Coordinator of Disability Services for Students
23 Mellen Street, 3rd Floor, Office 313
617-349-8194 (voice) or 617-349-8544 (TTY) or 617-349-8558 (fax)
lpatey@lesley.edu (e-mail)

Attendance Policy

The academic integrity of our programs depends on students attending all scheduled class meetings. Students should discuss with faculty, in advance, any portion of a class meeting they cannot attend. Absence from class may be reflected in the student's grade. The complete attendance policy may be found at: http://www.lesley.edu/soe/soe-policies.html#attendance

Official Format for Student Work

All School of Education students must use APA format for students papers, citations, and bibliographies. The complete SOE policy may be found at http://www.lesley.edu/soe/soe-policies.html#format.