School of Education

Note: Academic and non-academic misconduct (e.g., plagiarism, cheating, etc.) are addressed through the Office of Student Life in accordance with university policies outlined in the student handbook.

Additionally, consider if other on-campus referrals are needed (Student Life, Navigate, etc.).

PROCESSES: 

Process: Documented Concern 

• The process is initiated using the Educator Readiness Referral Form. A copy is placed in the student’s file. 
• The referring faculty/staff member will formally notify the student that a referral has been submitted (use this template and link). 
• The referring faculty/staff member will schedule a meeting with the student to review the submitted form and, if applicable, set goals.

Note: There is no formal contact between the ERC and the student at this level.

Process: Candidate Support Meeting 

• The process is initiated using the Educator Readiness Referral Form. A copy is placed in the student’s file. 
• The referring faculty/staff member will formally notify the student that a referral has been submitted. 
• The referring faculty/staff member will schedule a meeting with the student to review the submitted form. 
• The student will be formally notified of the ERC meeting date and time and asked to complete a written response to several questions in advance of the meeting. 
• The student will come before the ERC to review the concerns and discuss potential resources that might assist the student in meeting expectations. 
• The student will receive a formal letter from the ERC with suggested next steps and resources, and any other resolutions from the meeting. 
• The ERC will review progress through a written follow-up with the referrer. If progress is not sufficient, an Educator Readiness Review Referral will be submitted for that student.  

Process: Educator Readiness Review Meeting 

• Immediately contact the student's field experience coordinator.
• The process is initiated using the Educator Readiness Referral Form. A copy is placed in the student’s file. 
• The referring faculty/staff member will formally notify the student that a referral has been submitted. 
• The student will be formally notified of the ERC meeting date and time.
• The student will come before the ERC to discuss concerns and provide evidence (if possible) of steps taken/resources used. 
• The student will receive a formal letter from the ERC, outlining the next steps, including options if applicable. At this level, if there is a change of major or removal from program, other Dean's office staff will assist the student in their next steps.

PROCESSES: 

Process: Documented Concern 

• The process is initiated using the Educator Readiness Referral Form. A copy is placed in the student’s file. 
• The referring faculty/staff member will formally notify the student that a referral has been submitted (use this template and link). 
• The referring faculty/staff member will schedule a meeting with the student to review the submitted form and, if applicable, set goals.

Process: Candidate Support Meeting 

• The process is initiated using the Educator Readiness Referral Form. A copy is placed in the student’s file. 
• The referring faculty/staff member will formally notify the student that a referral has been submitted. 
• The referring faculty/staff member will schedule a meeting with the student to review the submitted form. 
• The student will be formally notified of the ERC meeting date and time and asked to complete a written response to several questions in advance of the meeting. 
• The student will come before the ERC to review the concerns and discuss potential resources that might assist the student in meeting expectations. 
• The student will receive a formal letter from the ERC with suggested next steps and resources, and any other resolutions from the meeting. 
• The ERC will review progress through a written follow-up with the referrer. If progress is not sufficient, an Educator Readiness Review Referral will be submitted for that student.  

Process: Educator Readiness Review Meeting 

• The process is initiated using the Educator Readiness Referral Form. A copy is placed in the student’s file. 
• The referring faculty/staff member will formally notify the student that a referral has been submitted. 
• The student will be formally notified of the ERC meeting date and time.
• The student will come before the ERC to discuss concerns and provide evidence (if possible) of steps taken/resources used. 
• The student will receive a formal letter from the ERC, outlining the next steps, including options if applicable. 

Referral Form

Documented Concern 

A Documented Concern referral is initiated when: 

• A student is in pre-field or Field I  

AND 

• A faculty/staff member would like to document concerns but does not require the action of the committee 

OR 

• Certain benchmarks have not been or will not be met by a deadline  

At this level, the goal is to clearly communicate expectations and provide the candidate with an opportunity to adjust. 

A Candidate Support Meeting referral is initiated when: 

• A student has completed Field I and is not meeting professional expectations  

OR 

• A student is in pre-field or Field I, but the behaviors exhibited are more significant in nature  

OR 

• A student receives two or more Documented Concern referrals  

At this level, the teacher candidate is required to meet with the ERC. The goal is to discuss resources that could support them, keeping growth and development at the forefront.  

An Educator Readiness Review Meeting referral is initiated when: 

• A student is in any level of field experience or student teaching, and, despite prior support from the committee, a teacher candidate has not demonstrated evidence of sufficient progress (they’ve already been referred to and attended a Candidate Support Meeting). 

OR 

• A student is in any level of field experience or student teaching, and a partnership site or supervisor expresses serious concerns about the progress of the teacher candidate, potentially involving egregious behavior, and/or the partnership site requests the removal of the teacher candidate.

At this level, the goal of the meeting is to address concerns and explore options. Outcomes may include continuation with conditions, a leave of absence/delay of program, exploration of other pathways that may align with the teacher candidate’s goals, or recommendation for removal from the program. 

The ERC committee is made up of faculty and staff from across the School of Education, as well as other representatives from campus resources, such as the Office of Student Life. 

The committee is chaired by the Dean of the School of Education. 

2026-27 Committee Members 

 Consultants 

Administrative 

Referrals can be made by anyone involved in the teacher candidate's support team/program/success.

Examples are:

• Cooperating teacher
• University Supervisor
• Field Experience Coordinator
• edTPA coordinator
• SOE/SOE affiliated faculty
• Advising staff
• An SOE/SOE affiliated program (STEP, PASHE, AWLME, ECE, EME)

When meeting with the committee, students provide additional information and answer questions from the committee with the goal of establishing a support process to help the School of Education student address the concern(s). 

The meeting typically starts with introductions and then a question/answer session on behalf of the members and the teacher candidate. 

Support areas:

While you are not required to follow each specific resource or recommendation provided by the committee, you are expected to demonstrate meaningful improvement in the areas of concern. The recommendations are intended to provide guidance and support as you work toward meeting program expectations. If concerns persist and there is little or no evidence of improvement, particularly when the recommended supports or strategies have not been utilized, this may be considered as part of any future review of your progress in the program.

Program Removal/other

If the committee decides that removal from the placement is the result, that is a decision rather than a recommendation. Other examples might be a delay in program, an additional course or internship, etc.

If you are referred for a Documented Concern or a Candidate Support Meeting, the potential outcomes do not include removal.

If you are referred for an Educator Readiness Review Meeting, then one of the potential outcomes is removal from the program. However, that is not the ONLY potential outcome. 

Yes. The faculty/staff member who made the referral will meet with the teacher candidate to go over the form as well as provide a copy.

The ERC takes confidentiality very seriously. The committee moves to closed session before the teacher candidate arrives to maintain that confidentiality.

Only members and consultants of the ERC have access to the referral forms and meeting minutes.

Only limited information will be shared with other stakeholders (school personnel, Dean's Office Staff, faculty, staff) on a need-to-know basis, where the information is shared in good faith to support the teacher candidate.

This is a closed, student-centered support meeting with members of the School of Education. The purpose is to meet with a teacher candidate directly, better understand the experience and circumstances, and work to identify appropriate campus resources, supports, and next steps.

As a standard practice, these meetings are attended by only the student and committee members.

In certain circumstances, students could also choose to have a UWL faculty or staff member attend as a support person. The role of the support person is to listen during the meeting and recap with the student as needed afterward; they do not participate in the discussion or serve as an advocate during the meeting. This support person should be part of the teacher candidate's support team (current faculty, advisor, etc.).

We want teacher candidates to feel supported throughout this process, and we are happy to help identify a UWL faculty or staff member who could serve in the support person role.

Following a TCPR meeting, the student will receive a letter from the Dean. The letter will include next steps, recommendations, and requirements. Students may need to attend a follow-up meeting with the various campus resources or staff members in the School of Education.

If a teacher candidate is referred for a Candidate Support Meeting, they will be required to write a written statement in advance of the committee meeting.

Specific guidelines and requirements will be provided along with the invitation to the meeting. The general topics addressed are:

What led to the referral

What steps have been taken to address the concern?

What has been learned as a result of this experience?

and

Is there any additional context that would be helpful for the committee to know?