Teacher Candidate Handbook

Transcription

1 TEACHER EDUCATION PROGRAM Teacher Candidate Handbook Commitment Collaboration Competence

2 About the Teacher Candidate Handbook This handbook provides basic information you will need about The University of North Carolina at Pembroke s undergraduate Teacher Education Program. It includes information on the structure of the program, policies, procedures, and requirements specific to the program, and specialized resources that support the program. It also includes contact information for School of Education administrators and staff, contact information for program coordinators, and forms that you will need during your program. Admission to the University is not the same as admission to the Teacher Education Program. Application for admission to the Teacher Education Program is a separate process. It is important that you carefully review the information contained in this handbook because, although your advisor will guide your progress toward program completion, the final responsibility for meeting all program requirements rests with you. Regular meetings with your advisor are important, as he/she is aware of such matters as changes in program requirements and when specific courses may be offered. UNC Pembroke is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, color, national origin, religion, sex, age, sexual orientation, or disability or because of the individual s honorable service in the Armed Services of the United States. Moreover, UNCP is open to people of all races and actively seeks to promote diversity by recruiting and enrolling American Indian, Black, Asian, and Hispanic students. This publication is available in alternative formats upon request. Please contact the Accessibility Resource Center in the D. F. Lowry Building, (910)

3 November 13 version Table of Contents Message from the Dean... 1 SECTION 1: TEACHER EDUCATION PROGRAM OVERVIEW... 2 Teacher Education Program Vision Statement... 2 Teacher Education Program Mission Statement... 2 Teacher Education Program Diversity Position Statement... 3 Basic Tenets of the Conceptual Framework (Philosophy, Purpose, and Goals)... 3 Commitment... 3 Collaboration... 4 Competence... 4 Undergraduate Teacher Licensure Programs Offered at UNCP... 5 Program Design... 6 North Carolina Professional Teaching Standards (Abridged Version)... 6 Components of the Teacher Education Program Curriculum... 8 General Education Curriculum Component... 8 Specialty Area (Major) Curriculum Component... 8 Professional Studies Curriculum Component... 9 Content Pedagogy Curriculum Component... 9 Required Field Experiences in Professional Studies & Content Pedagogy Courses... 9 Senior Internship in a PK-12 Public School Setting Special Requirement for Some Programs: Academic or Professional Concentration SECTION 2: FIELD EXPERIENCES What is Field Experience? Field Experience Goals Relationship to the Conceptual Framework Field Experience Placements/Administration of Field Experiences Registering for Courses with Field Experience Requirements Confirmation of Field Experience Placements Completing Your Field Experience Field Experience Expectations Sick or Injured Students and Universal Precautions Field Experiences in Child Care Centers/Agencies Professional Semester (Student Teaching) General Information and Policies Licensure-only and Lateral Entry Students Academic Misconduct Attendance/Notification of Absence Liability and Insurance Military Duty Reasonable Accommodations and Modifications Religious Observances Frequently Asked Questions i

4 November 13 version SECTION 3: CANDIDATE ASSESSMENT Course-Based Assessments Quality (Grade) Point Average Standardized Tests Praxis Core Licensure Tests eportfolio (Electronic Evidences) Teacher Candidate Work Sample (TCWS) Professional Dispositions Taskstream Purchasing Taskstream Inactive Accounts Enrolling in DRFs in Taskstream Submission of Assignments in Taskstream Questions about Taskstream SECTION 4: ADVISING AND REGISTRATION Declaration of Major Registration Departmental Majors Meetings Meeting with your Advisor Registering for Courses with Field Experiences SECTION 5: ADMISSION TO THE TEACHER EDUCATION PROGRAM Eligibility for Admission Testing Requirements for Admission to the Teacher Education Program Praxis Core Information Sessions The Admission Interview When to Apply for Admission to the Teacher Education Program Acceptance and Notification Having Difficulty Satisfying Admission Requirements? Checklist for Admissions Qualifications and Procedures Remediation Plans and Procedures SECTION 6: CONTINUATION IN THE PROGRAM Maintaining a 2.5 GPA Earning a Grade of C- or Better in Required Courses Intervention/Remediation Enrollment in the Professional Semester Acceptance and Notification SECTION 7: TEACHER EDUCATION PROGRAM EXIT Application for Graduation Licensure Exams Licensure Application Procedures Teacher Education Program Exit Evaluation SECTION 8: ADDITIONAL TEACHER EDUCATION PROGRAM POLICIES Licensure-Only Residency Requirements for Teacher Education Programs Time Limit Policy Transfer Credit for Professional Education Courses Due Process Procedures for Undergraduate Students ii

5 November 13 version SECTION 9: SPECIALIZED PROGRAM RESOURCES The McCrimmon Curriculum Laboratory School of Education (SOE) Blog Teacher Education Job Fair SECTION 10: SUPPORT AND ASSISTANCE Accessing Academic Accommodations University Writing Center Praxis Core and Licensure Exam (Praxis II and Pearson) Support If You Have Questions Appendix A: Contact Information Appendix B: North Carolina Professional Teaching Standards Appendix C: Teacher Candidate Evaluation Rubric Appendix D: Code of Ethics for North Carolina Educators Appendix E: Program Goals Appendix F: Field Experience Requirements by Course Appendix G: Universal Precautions Appendix H: B-K Child Care/Agency Placements Appendix I: Field Experience Forms Appendix J: NC State Board of Education Approved Licensure Tests Information Appendix K: Dispositions Appendix L: Interview Information and Admissions Forms Appendix M: Remediation Form Appendix N: Appeal Form iii

6 November 13 version Message from the Dean Dear Preservice Teacher, The University community of professional educators and our regional public school partners extend a warm welcome to you and congratulate you on choosing one of the most important and rewarding professional career opportunities offered at UNCP. The Teacher Education Program is an institution-wide program that involves faculty, staff, and administrators in the School of Education, the College of Arts and Sciences, and the School of Graduate Studies and Research. The UNCP Teacher Education Program partners with 14 different school systems and several charter schools in southeastern North Carolina employing almost 12,000 PK-12 public school teachers and resource personnel serving the educational needs of more than 160,000 public school students. The public school population in our region is the most diverse student population in the State of North Carolina and the second most diverse population in the entire eastern United States. Additionally, our service region is comprised of many different kinds of schools that vary in size from small neighborhood schools to large, comprehensive county schools. Being situated in such a large and diverse service region, and having excellent working relationships with our public school partners, allow us to provide you with a wide variety of field (clinical) experiences to effectively prepare you to teach in the public schools of the 21 st century. UNCP Teacher Education faculty, staff, and administrators are pleased to offer you a quality professional preparation program. Our programs are approved by the North Carolina State Board of Education and The University of North Carolina Board of Governors. Our Teacher Education Program is accredited by the National Council of Accreditation for Teacher Education (NCATE). Many professionals have worked hard to develop a program of study that will prepare you for a successful transition into your first, fulltime teaching position. We trust that you will work hard to take advantage of this opportunity and learn as much as you can in your courses, field experiences, and senior internship so that you can carry on the tradition of excellence for UNCP graduates. Again, welcome to the community of professional educators, and please join us in the commitment to quality education programs and services for all children and youth in southeastern North Carolina. Sincerely, Zoe W. Locklear, Ph.D. Dean, School of Education 1

7 November 13 version SECTION 1: TEACHER EDUCATION PROGRAM OVERVIEW Theme: Preparing professional educators who are committed, collaborative, and competent. The University of North Carolina at Pembroke offers 18 programs at the undergraduate level leading to teacher licensure in the State of North Carolina granted by the North Carolina Department of Public Instruction. The programs are approved by the North Carolina State Board of Education, the legal body authorized to govern licensure credentials for professional educators in North Carolina, and by The University of North Carolina Board of Governors, the legal body authorized to govern the award of academic degrees for the UNC system. Additionally, UNCP s Teacher Education Program is accredited by the National Council for Accreditation of Teacher Education (NCATE). The programs are coordinated by and administered through the UNCP School of Education and the University-wide Teacher Education Committee. The Dean of the School of Education is the administrative head of the UNCP Teacher Education Program. Each program is housed in an academic department and has a designated coordinator. Contact information for UNCP s School of Education administrators and support staff and individual program coordinators can be found in Appendix A. This Section of the Teacher Candidate Handbook provides an overview of the undergraduate Teacher Education Program. Teacher Education Program Vision Statement By holding ourselves to high standards of professional excellence and professional integrity in an everchanging global environment, and by caring for the personal, social, and professional well-being of the teacher candidates in our undergraduate community and the career professionals in our graduate community, we will make sound judgments about the design and delivery of professional development programs in an environment of mutual trust and common commitment to public school children and their families. Teacher Education Program Mission Statement Believing that the quality of education directly influences the quality of life both for those served and for those serving, the UNC Pembroke Teacher Education Program has as its mission to develop and nurture competent, caring, and inclusive communities of public school professionals who dedicate themselves to the education and welfare of all students and whose understanding of the dynamic interrelationship 2

8 November 13 version among theory, practice, and reflection compels them actively to influence positive change with sensitivity and integrity. The UNCP Teacher Education Program shares the University s commitment to academic excellence, cultural diversity, and lifelong learning within a balanced program of teaching, research, and service. Teacher Education Program Diversity Position Statement As part of the mission of the University of North Carolina at Pembroke in providing the setting and environment for the University experience, and to graduate students prepared for global citizenship and our multi-ethnic regional society, the Teacher Education Program at UNCP is committed to the development of educators who embrace the diversity of ideas, learning styles, racial, ethnic, and gender differences, and who possess the knowledge, skills and dispositions necessary to promote living and learning in a global society. In order to accomplish this, the Teacher Education Program 1. recruits students from among diverse backgrounds, cultures, and races; 2. recruits faculties from among diverse populations who possess a knowledge base for teaching diverse populations; 3. develops, teaches, and assesses a curriculum that embraces learning and teaching for diverse populations; and, 4. provides (field) experiences and clinical settings which enable students to test, adapt, and adopt paradigms of learning for diverse populations. Basic Tenets of the Conceptual Framework (Philosophy, Purpose, and Goals) The UNCP Teacher Education Program is committed to the public school mission of preparing P-12 learners for full participation in a democratic society. We believe that all P-12 learners are entitled to the highest quality instruction, services, resources, and facilities that society can provide. UNCP s primary responsibility in that noble effort is to prepare competent and collaborative professional educators committed to the mission of public education. Commitment Public schools exist to make equal access a reality for children of any race, ethnicity, socioeconomic status, language, gender, religion, sexual orientation, or exceptionality. Success in school is critical to the quality of future life for individuals as well as the health and vitality of our democracy. Therefore, professional educators--classroom teachers, specialists, administrators, and school counselors-- significantly influence the shape of that future for P-12 learners in our public schools. Such serious responsibility for the well-being of others requires an equally serious commitment from professional educators on several levels. First, professional educators must be committed to the mission of public education in a culturally diverse, democratic society. Professional educators respect the dignity of all children, their families, their cultures, and their communities, and care deeply about each child s academic success, health, and well-being. Second, professional educators must be committed to rigorous standards for students. Professional educators believe that all students can learn, and set high expectations for all 3

9 November 13 version learners. Professional educators create safe, secure, and supportive learning environments designed to meet the needs of diverse learners. Third, professional educators must be committed to rigorous standards for themselves. They are personally invested in their professional work using continuous critical reflection to assess their effectiveness and guide professional development. They are committed to lifelong learning and continuous growth over the span of a career. Fourth, professional educators are committed to the profession. They are proud to serve their communities as educational leaders, and advocate for the profession in all interactions. They affiliate with professional organizations at the district, state, and national levels. Collaboration Public education is a complex social institution whose stakeholders include local, state, and national governments, the general public, special interest groups, numerous national professional organizations, accreditation agencies, business partners, civic organizations, and millions of classroom teachers, administrators, service professionals, specialists, support staff, students and their families. Collaboration among all of these stakeholders in public education is essential for success. The UNCP Teacher Education Program nurtures the development of professional educators who understand the importance of collaboration for public schools success, and who work productively with others in collaborative endeavors for the welfare of P-12 learners. Professional educators must collaborate with others in the community of learners. They create shared knowledge, work as a team on group projects in their classes, and develop a repertoire of cooperative learning strategies. Professional educators must collaborate with other professionals in the school community. They plan collaboratively with cooperating teachers, grade-level teams, resource teachers, and curriculum specialists, and embrace opportunities to team teach. Experienced professionals lead collaborative efforts for school improvement. Professional educators collaborate with students families and other caregivers. They understand that the partnership between school and home enables the child s success in school. They communicate regularly with parents about what is going on in the school, and invite them to participate actively in the school community. Professional educators collaborate with others in the community. They secure partnerships with businesses, civic organizations, nonprofit groups, and committed individuals in the district, state, and nation to support educational initiatives for the benefit of P-12 learners. Competence The UNCP Teacher Education Program prepares professional educators who are competent. They possess the knowledge, skills, and dispositions needed to perform their entry level and advanced roles and responsibilities in the public schools effectively. Competent professional educators promote positive learning outcomes for all students. Understanding the critical connections among theory, research, and practice, they ground their work in a defensible, well-developed conceptual framework grounded in relevant theory, research, and evidence-based practice. A competent professional educator is a reflective professional educator: such educators routinely use critical, evidence-based self-reflection to learn from direct experience, and continuously to improve their effectiveness. Specifically, professional educators reflect on their practice, thinking systematically and critically about student learning to determine why learning happens and what can be done to improve student achievement. Toward this end, they collect and analyze student performance data to 4

10 November 13 version implement practice-related changes both to improve their teaching effectiveness and to enhance student achievement, and adapt their practice based on classroom-based data and relevant research to meet students needs. They secure and use 21 st century technologies and skills to enhance student learning, service delivery, communication, and administration. Competent professional educators embrace cultural diversity. They know the students for whom they are responsible and how to accommodate the needs of diverse learners in a positive, caring environment. They value the role of the family in the child s education and work cooperatively with parents and other caregivers for the child s benefit. Competent professional educators provide leadership wherever it is needed; they are always alert for opportunities to use their individual strengths to promote public education and those it serves. In summary, UNC Pembroke prepares committed, collaborative, and competent professional educators who are responsive to equity and diversity; who are knowledgeable, effective, and reflective; and who lead in the classroom, school, and profession. Undergraduate Teacher Licensure Programs Offered at UNCP The University of North Carolina at Pembroke offers the following undergraduate programs leading to a teaching license in the State of North Carolina. Academically/Intellectually Gifted [AIG] (K-12) Add-On only * Art Education (K-12) Birth to Kindergarten (B-K) Elementary Education (K-6) English Education (9-12) English as a Second Language [ESL] (K-12) Add-on only * Health and Physical Education (K-12) Mathematics Education (9-12) Middle Grades (6-9) Language Arts Middle Grades (6-9) Mathematics Middle Grades (6-9) Science Middle Grades (6-9) Social Studies Music Education (K-12) Pre-School Add-On only * Science Education (9-12) Social Studies Education (9-12) Spanish Education (K-12) Special Education: General Curriculum [Exceptional Children] (K-12) * Note: These Addon programs are only available to individuals who already hold or are eligible to hold a NC teaching license. 5

11 November 13 version Program Design UNCP s undergraduate teacher licensure programs are undergirded by our conceptual framework and structured around state standards, which are derived from research findings, reports of best practice, and the standards of applicable professional organizations and associations. An abridged version of these standards can be found below. The complete standards can be found in Appendix B. Candidates in the undergraduate programs must provide evidence that they meet the North Carolina Professional Teaching Standards approved by the State Board of Education in June The UNCP Teacher Education Program has adopted these as our standards for undergraduate initial teacher licensure programs, along with the Teacher Education Specialty Area Standards approved by the State Board of Education in January North Carolina Professional Teaching Standards (Abridged Version) A New Vision of Teaching The different demands on 21st century education dictate new roles for teachers in their classrooms and schools. The following defines what teachers need to know and do to be able to teach students in the 21st century: Leadership among the staff and with the administration is shared in order to bring consensus and common, shared ownership of the vision and purpose of work of the school. Teachers are valued for the contributions they make to their classroom and the school. Teachers make the content they teach engaging, relevant, and meaningful to students lives. Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core content that is revised to include skills like critical thinking, problem solving, and information and communications technology (ICT) literacy. In their classrooms, teachers facilitate instruction encouraging all students to use 21st Century skills so they discover how to learn, innovate, collaborate, and communicate their ideas. The 21st century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the core content areas. Subjects and related projects are integrated among disciplines and involve relationships with the home and community. Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding. Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow. 1 The Teacher Candidate Evaluation Rubric can be found in Appendix C. 6

12 November 13 version Standard I: Teachers Demonstrate Leadership a. Teachers lead in their classrooms. b. Teachers demonstrate leadership in the school. c. Teachers lead the teaching profession. d. Teachers advocate for schools and students. e. Teachers demonstrate high ethical standards. 2 Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. b. Teachers embrace diversity in the school community and in the world. c. Teachers treat students as individuals. d. Teachers adapt their teaching for the benefit of students with special needs. e. Teachers work collaboratively with the families and significant adults in the lives of their students. Standard III: Teachers Know the Content They Teach a. Teachers align their instruction with the North Carolina Standard Course of Study. b. Teachers know the content appropriate to their teaching specialty. c. Teachers recognize the interconnectedness of content areas/disciplines. d. Teachers make instruction relevant to students. Standard IV: Teachers Facilitate Learning for Their Students a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. b. Teachers plan instruction appropriate for their students. c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities. g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned. Standard V: Teachers Reflect on Their Practice a. Teachers analyze student learning. b. Teachers link professional growth to their professional goals. c. Teachers function effectively in a complex, dynamic environment. 2 The Code of Ethics for North Carolina Educators can be found in Appendix D. 7

13 November 13 version Components of the Teacher Education Program Curriculum The program of study, or curriculum, for teacher education majors is comprised of four components: General Education, Specialty Area (major/licensure area), Professional Studies, and Content Pedagogy. A fifth component, Academic Concentration, is required in some programs of study (see later in this section of the handbook). The General Education component includes study of the fine arts, literature, history, philosophy/religion, the social sciences, the natural sciences, mathematics, and physical education. The Specialty Area (major/licensure area) component is designed to provide in-depth understanding, skills, and knowledge specific to the chosen specialty/licensure area. The Professional Studies component includes study of the historical, social, economic, political, and philosophical foundations of education; human growth and development; learning theories; curriculum; instruction; exceptional/diverse/at risk children; literacy; and the integration of instructional technology. The Content Pedagogy component is designed to help the candidate learn how to teach content to public school students at the targeted age and grade level. The culminating professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting. General information about each of the curriculum components follows. The specific curriculum requirements for each undergraduate teacher licensure program can be found in Appendix E of this handbook, as well as in the UNCP Catalog. General Education Curriculum Component The University of North Carolina at Pembroke seeks to graduate students with broad vision, who are sensitive to values, who recognize the complexity of social problems, and who will be contributing citizens with an international perspective and an appreciation for achievements of diverse civilizations. In addition to meeting all major program requirements, students awarded baccalaureate degrees by The University of North Carolina at Pembroke are required to complete a 44-hour General Education program. The General Education program has been designed to provide students with an understanding of the fundamental principles and contributions of a variety of disciplines and to foster the ability to analyze and weigh evidence, exercise quantitative and scientific skills, make informed decisions, write and speak clearly, and think critically and creatively. The specific General Education Requirements are detailed in the UNCP Catalog. For some majors, certain courses may count toward both General Education and Major requirements. Some courses have prerequisites. Ask your advisor for assistance in selecting appropriate courses. Specialty Area (Major) Curriculum Component Each teacher education program area has a prescribed sequence of specialty area (major) courses designed to provide teacher candidates with the knowledge, skills, and dispositions needed to achieve subject matter competence in the chosen licensure area. Specialty area requirements are identified in the individual program checksheets in Appendix E of this handbook and in the Teacher Education section of the UNCP Catalog. If you would like to know more about a particular program area before you choose it as a major, you are welcome to schedule an appointment with the program coordinator to discuss your 8

14 November 13 version questions and concerns. The contact information for program coordinators can be found in Appendix A of this handbook. Professional Studies Curriculum Component The professional studies component of the Teacher Education Program is designed to provide the teacher candidate, in part, with the theoretical foundations of practice. The component includes study of the historical, social, political, economic, and philosophical foundations of education; human growth and development; diverse, exceptional, and at-risk learners; learning theory and learning environments; literacy; and technology. The development courses and the literacy courses are age-appropriate. Check the program checksheets in Appendix E to find the specific professional studies courses required for your licensure area. Content Pedagogy Curriculum Component The content pedagogy component of the Teacher Education Program is designed to help the teacher candidate learn how to teach content to public school students at the age and grade level of the respective licensure area. Pedagogy, or methods, helps the candidate learn the foundations of curriculum, instruction, and evaluation as applied to decision-making during the phases of the teaching cycle planning, implementation, and reflection. Check the program checksheets in Appendix E to find the specific content pedagogy courses required for your licensure area. Required Field Experiences in Professional Studies & Content Pedagogy Courses A field experience is required in most professional studies and content pedagogy courses. What is a field experience? A field experience is an opportunity for the prospective teacher to observe, assist, or practice what is being learned in a given course in a real world setting. One purpose of field experience is to help the prospective teacher make connections between what is studied in the abstract context of a University course and the concrete context of an authentic public school classroom. The assumption underlying field experience requirements is that making connections between theory and practice will make the theory more meaningful and help the prospective teacher understand how theoretical beliefs inform the decisions teachers make routinely. A second purpose for required field experiences is to facilitate the transition from college student to preservice teacher in the internship to autonomous professional educator in the first year of teaching. The field experience requirements are sequenced from observation in the 2000 level courses to assisting and tutoring in the upper division courses. Master teachers allow prospective teachers to assist in performing various aspects of the teacher's work, such as monitoring independent practice, grading papers, tutoring individual students or groups of students, team teaching, helping with class field trips, assisting in a computer lab or the library, monitoring the cafeteria or recreational time, and administering tests. A third purpose for required field experiences is to facilitate the development of professional dispositions. Through early field experience, the prospective teacher begins to understand the professional culture of public schools: codes of professional conduct, policies and procedures defining the public school culture, 9

15 November 13 version ways of interacting and communicating with students, ways of establishing and maintaining professional relationships with others in the school (staff, counselors, resource teachers, and so on). In other words, early field experiences help the prospective teacher develop a sense of professional identify, professional affiliation, professional efficacy, and professional integrity. Appendix F contains a chart summarizing the field experience requirements associated with the various professional studies and content pedagogy courses. Additional information on field experiences is contained in Section 2 of this handbook. Senior Internship in a PK-12 Public School Setting The culminating professional development experience in all teacher education licensure programs is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting. Teacher candidates spend a full semester (15 weeks) in their student teaching experience. The senior internship is a synthesis experience wherein all the curricular knowledge, skills, and dispositions acquired in formal course work are applied to practice. The internship semester is a critical aspect of the preservice teacher's preparation for transition into full-time teaching. Learning to teach "real" students is challenging, complex, and emotionally demanding. Taking this important step into the real world of public school teaching with the guidance and support of an experienced, master teacher is a privilege, as well as an opportunity. The internship semester is described fully in a separate document entitled, The UNCP Student Intern Handbook. The Intern Handbook is posted online at the School of Education website under the Student Forms link ( Special Requirement for Some Programs: Academic or Professional Concentration As required by the Board of Governors of The University of North Carolina, all students seeking a baccalaureate degree in Elementary Education, Health and Physical Education, or Middle Grades Education must complete an academic or professional concentration in a basic academic discipline as part of their degree requirements. The hours comprising these academic and professional concentrations have been selected to provide students with a cohesive study of a basic academic discipline. Academic and professional concentrations are available in the following areas: American Indian Studies, Art, Biology, English, Exercise and Sport Science, Geography, Geology, History, Mathematics, Music, Physics, Political Science, Psychology, Reading, Spanish, Special Education, and Sociology. Students may choose a second major of 30 hours in Philosophy and Religion rather than an academic or professional concentration. Academic and professional concentration requirements are listed with the respective department in the UNCP Catalog. NOTE: Although the Board of Governors no longer requires the academic concentration for Special 10

16 November 13 version Education majors, the UNCP Teacher Education Program continues to require an academic concentration for a degree in this major. 11

17 November 13 version SECTION 2: FIELD EXPERIENCES Field experiences are an integral part of the UNCP Teacher Education Program. They begin early in the program and culminate in a semester-long student teaching experience in the senior year. This section of the handbook provides you with information about the purpose of field experiences, how field experience placements are made, do s and don ts related to field experiences, and policies related to field experiences. Read this information carefully! What is Field Experience? The term field experience is used to describe a special kind of course requirement. Tests, research papers, and projects are the kinds of course requirements with which you are probably most familiar. In the Teacher Education Program, on the other hand, field experience is typically required in professional studies and content pedagogy (methods) courses. The field experience requirement in a given course (See Appendix F) will require that you make connections between what is learned in class and how that knowledge is applied in practice. The phrase applied in practice means how the knowledge is used in a public school setting by a public school teacher working with student learners. Early field experiences are an important part of your professional preparation as a teacher. They have been sequentially planned to provide you opportunities to view the scope of teaching in a classroom setting while enabling you to develop skills and self-confidence to be an effective teacher. Your field experience at UNCP is an opportunity to explore your assumptions about being a teacher and to begin establishing yourself as a professional within the field of education. The reputation that you begin building in your field experience will travel with you as you advance through the teacher education program and on into teaching. In your sophomore level courses, you will be asked to observe what is happening in the classroom, collect data, and make critical connections in written reflections on your experience. As you progress through the program, you will be challenged to participate more directly in the learning experiences of public school students. You will have opportunities to assist the teacher, to tutor, to work with small groups, to chaperone field trips, set up lab experiments, and even to teach lessons. This planned sequence of early field experiences parallels your professional development in complexity and maturity and culminates in the senior internship. [The internship is described in The Student Intern Handbook.] Since field experience requirements are course requirements, the given course instructor will make the assignment, explain what and how you should complete the assignment, and evaluate the final product(s). The public school teacher(s) with whom you work during the field experience may also contribute to the evaluation of your performance in his/her classroom (see Appendix I). 12

18 November 13 version Field Experience Goals It is important that at the completion of your program you know what you are teaching and how you should teach it, and that you have an understanding of whom you are teaching. You should be well prepared to skillfully provide a respectful learning environment for diverse learners and know how to assess students understandings, attitudes and abilities in order to make informed decisions about providing learning opportunities that will improve student learning. The goals of early field experiences are to provide each student an opportunity to: determine if teaching is the right career for you; participate in public school learning environments and experiences; deepen understanding of the theory-practice connection; observe how academic, social, physical, and emotional factors influence student learning; see different teaching and management strategies and determine how to develop your own; identify and use a variety of instructional strategies; experience teaching small and large groups prior to student teaching; identify and use a variety of evaluation techniques; and internalize a personal commitment to improving education for diverse learners. Relationship to the Conceptual Framework The Teacher Education Program is designed to prepare committed, collaborative, and competent professionals who have the knowledge, skills, and dispositions required to meet the needs of diverse PK- 12 learners. The process of developing the foundations for successful teaching requires that candidates be able to make critical connections between theory and practice. The field experience component of the teacher education program provides candidates with the opportunity to learn from experienced practitioners in public school settings. A planned sequence of field experiences parallel the candidate s developing expertise and professional maturity. Field Experience Placements/Administration of Field Experiences The Office of University-School Partnerships (USP) arranges placements for your required field experiences. At the completion of the registration period, the Office of University-School Partnerships compiles all the requests for field placement and categorizes them according to school district. The lists are then forwarded to the respective school district s central office. A central office administrator coordinates the requests with the individual schools in that district. When all of the field placements are confirmed by the school district, the list with the school assignments is returned to the Office of University-School Partnerships. The USP Office then distributes the individual field placements to the students through the instructor teaching the course with the field experience requirement. Hundreds of field placements are requested each semester. The public schools volunteer to host field experience students; they do not receive any kind of remuneration for this service. The UNCP Teacher 13

19 November 13 version Education Program values the generosity and cooperation of our public school partners in this endeavor. Since all placements are coordinated centrally, you are not to contact individual schools or school systems until official notification of a confirmed field placement is received. The Office of University-Schoo1 Partnerships is charged with ensuring that you are assigned a variety of field placements during the course of your program. The Office of University-School Partnerships will deliberately send you to varied locations (e.g., urban, rural) and schools with culturally and socioeconomically diverse student populations. In addition, you will be placed with different age groups within your licensure area. In general, students are not placed in schools they attended. The Office of University-School Partnerships will consider specific requests for placements, but such requests must be made before you have been assigned a placement. The Office will most likely place you at sites within a 60-mile radius of Pembroke. You are responsible for arranging your own transportation to and from your field experience. If you should encounter a problem with a field placement, inform the course instructor and contact the Director of University-School Partnerships immediately, so that the problem can be resolved as soon as possible. Registering for Courses with Field Experience Requirements You will register for field experiences in conjunction with your registration for the course(s) requiring them. Begin by making a list of all courses that you wish to take for the semester with course number and CRN (5 digit number prior to course number). Check the field experience chart (Appendix F) in this handbook to find out if the course has a field experience requirement. Go to the first course you wish to take with a field experience requirement listed on Braveweb and attempt to register. You will see a Prerequisite and Test Score Error message. Click on the REMOVE HOLD link and proceed to complete the registration form. Note: Summer School Registration differs from the Fall/Spring Registration. If you are taking a course that requires Field Experience during the summer, contact your course instructor for instructions. Confirmation of Field Experience Placements It usually takes several weeks or longer for field experience placements to be confirmed by the LEAs. You are NOT to contact a school or LEA until you have received confirmation from the UNCP Office of University-School Partnerships that your field experience placement has been confirmed. Once LEAs have confirmed placements, course instructors will be notified, and they will notify you. The course instructor will review the field experience requirements and guidelines with you. Completing Your Field Experience 14

20 November 13 version When you have received confirmation of your early field experience placement from the Office of University-School Partnerships or course instructor, you should contact the school(s) to which you have been assigned or your professor to schedule your first visit. Do not simply show up at the school thinking you will observe that day without an appointment. Do not wait late in the semester or you may be unable to complete your assignment. When you make contact with the school(s), be sure to identify yourself as a UNCP student assigned for field experience. Remember that you will be a guest, representative of UNCP, and potential employee in the school(s) you visit. Conduct yourself as a professional from your first contact and throughout all of your field experience. As the specific requirements for each field experience are determined by the course instructor, you should talk with your course instructor about problems specific to the assignments. Contact the Office of University-School Partnerships or course instructor if there are problems regarding changes in courses or school systems, not concerning times for observations. Field experiences are an integral part of your preparation for effective teaching. Consider the time you spend in each school as a valuable opportunity to further explore teaching as a career and to develop the competencies needed to become an effective professional for effective schools. You are urged to successfully complete your field experience in a timely manner. If you do not complete the required field experience hours and/or assignments, you face the potential of earning a failing grade for the field experience. In most cases of failed or dropped field experiences, you would have to retake the co-requisite course(s) as well as the field experience. Students completing the field experience requirements at any site will follow the standards established in the UNCP Academic Honor Code. Field Experience Expectations Remember, as a student completing field experiences you are a guest, a representative of UNCP, and potential employee in the school(s) you visit. Conduct yourself as a professional from your first contact and throughout all of your field experiences. UNCP s expectations of your conduct are detailed in this section. Read it carefully! Before the initial reporting date, contact your clinical teacher (the teacher to whom you have been assigned to complete your field experience) to confirm that you will be at the school on the initial reporting date at the time specified on the form. You may want to set up a time to discuss topics such as grading, philosophy, teaching diverse learners, and classroom management techniques with the teacher. Never ask a teacher to telephone you. It is your responsibility to reach the teacher. If the teacher uses , this is generally the best method of communication. If not, or if you do not receive a response to an within a couple of days, call the school receptionist, ask when the teacher has his/her planning period, and then call during that time. After making contact with the teacher, ask the teacher what time and method of communication is preferred. The first day, leave extra early to allow time for getting lost, locating a parking place, finding the right door into school, locating the school office, signing in, introducing yourself to the principal, and locating the classroom. If your schedule is tight, travel to the school in advance to locate the building, parking areas, the main entrance, etc. Visitors are required to sign in at the school office each time they arrive at the school. Many schools require guests to wear a visitor s badge; ask about the policy. 15

21 November 13 version Be punctual. If you are unavoidably delayed, phone the school and leave a message for your clinical teacher. Teachers must arrive well in advance of (usually at least half an hour before) the morning bell and cannot be absent without planning for replacement, so they are understandably intolerant of such behavior on the part of university students. As a rule of thumb, always plan to arrive at least 10 minutes before you are expected. Always show up as expected. Remember that teachers often have to work when they do not feel their best. Headaches, muscle strains, or other minor complaints do not prevent most teachers from working; they expect the same dedication of you. On the other hand, teachers are not interested in having someone with a high fever or raging flu expose their students to contagious germs. So, if you are seriously ill, make sure you contact your teacher in advance of when you are expected. Make plans with the teacher to make up your time. Keep your absences to a minimum. It is the teacher s prerogative to end the experience if you have as few as one unexcused absence. Some early field experience students have been surprised to learn that they were missed when they did not show up. The teacher and the pupils at the school will notice your absence (even if your assignment is primarily observational). Do not disappoint them. Be aware of the school s calendar and closings. This is your responsibility. Discuss the calendar with your clinical teacher and plan for days when the school may be closed. All schools do not follow the same calendar as UNCP and they vary by LEA (sometimes by building). Plan to make up all missed days. School calendars are usually posted on the school or the school s LEA websites. Schools may close for icy roads, power outages, flooding, etc. Ask your clinical teacher which radio stations broadcast the school s closings, and make it a habit to listen to that station before going to school. Display a professional attitude during field experiences by being positive, enthusiastic, outgoing, and supportive of the clinical teacher. Dress appropriately. The dress code for teachers is very conservative. Appropriate attire for women includes dress slacks (not tight), skirts (not short), and dresses. Men should wear dress pants, dress shirts, sweaters, jackets, and a tie (especially at the secondary level). Teachers are on their feet all day; so wear sensible shoes appropriate to the activities in the classroom. For physical education classes, you may wear nice warm-up suits, but not sloppy sweats. For art studio classes and early childhood settings, wear nice pants that wash well. Students assigned to high schools should realize their dress distinguishes them as professionals rather than pupils in the school. Informal campus fashions are often totally inappropriate. If you have doubts about a given outfit, consult with your advisor. If the school has a casual dress code or a causal dress day, realize that it does not apply to you. Everything you do as a pre-service teacher affects how you are perceived by the people around you. These perceptions may affect the opportunities you are offered now and your ability to get a teaching job in the not very distant future. Principals often comment that they have a ruled out some otherwise qualified candidates because they did not have a professional appearance. 16

22 November 13 version Be discrete. Be thoughtful in conversations and actions. This applies in the school, in the community, and in the class at the university. Take care not to use the names of teachers or pupils when discussing your observations in class. You never know whose cousin or friend is sitting in your class listening. This is a serious issue; an entire school has closed its doors to field experience students because of inappropriate comments made many years ago. It is appropriate to be critical of the practices observed in the field, but the critique must always be conducted professionally. One way to monitor this is to ask yourself if you would be comfortable making your comments in front of the person being discussed. Be prepared. Field experiences are an important part of your academic course work. Assist the classroom teacher with activities. Take initiative. If the teacher hesitates to tell you what to do, offer to help out. If you plan to present a lesson on a particular day, be sure you are there, with a well prepared lesson plan, and all the materials required. Be responsible. If the teacher lends you materials, be sure to return them. Be clear about whether copies of papers are for you to borrow or keep. Be an active participant in the classroom. Although teachers vary in the level of participation they expect from field experience students, most clinical teachers appreciate students who engage in appropriate ways with students. Most clinical teachers are not interested in having passive observers in their classrooms. At the same time, you are a guest and are in the classroom to observe and support the lessons and activities the teacher has planned. Before presenting a lesson, work with the teacher to ensure that it fits class plans and addresses state standards appropriately. Clinical teachers are held accountable for the learning of their pupils. Teachers cannot afford to waste any time, so you will have to earn your clinical teacher s trust before the teacher will yield control of a class or a small group. To do this, volunteer to help in small ways to demonstrate eagerness and show your ability to follow the teacher s lead. To become a successful participant in another teacher s classroom, you will likely need a combination of patience, gentle persistence, and a positive and respectful attitude. No visiting. If you are assigned to a classroom with another field experience student, remember that you must not disturb the classroom. University students may not talk with each to other during field experiences. Many teachers have told the office that they will not accept more than one student at a time because of previous problems in this area. Leave your cell phone in the car. If you must take it into the school for some reason, be sure that it is off while you are in the school. Classrooms are crowded; do not bring unnecessary items with you. A notebook, a pen, and lesson materials, if appropriate, are all that you will need most of the time. Do not bring your own textbooks or course notes to the classroom. All of your behaviors should be in support of the work of the classroom. Engaging in behaviors such as applying nail polish or eating a snack is disruptive and completely inappropriate. Unless the clinical teacher invites you to partake in refreshments, do not eat or drink in the classroom. 17

23 November 13 version If special activities or standardized tests make your presence in the classroom awkward, take the opportunity to visit the school library or ask your clinical teacher to introduce you to another teacher to observe or help. Never assume you can visit another classroom without the advance permission of the teacher. Do not conduct research. University students are not permitted to test or survey pupils in the schools except with materials relating directly to the pupils work and approved by the classroom teacher. Any primary research or evaluation instruments must be approved in advance by the school principal. If you suspect child abuse, it is your responsibility to report your suspicions. You should: 1. Take time to write complete notes regarding observations, conversations, etc., that have led to the suspicions of child abuse and advise the Director of the Office of University-School Partnerships immediately. 2. Report your concerns to your course instructor. 3. Together with the individual(s) listed above, determine the appropriate way to manage the issue. If a problem arises in your field experience, first try to work it out with the clinical teacher and/or the course instructor. If there is a logistical concern, contact the Director of the Office of University-School Partnerships. On your final visit, be sure to collect the completed the Field Experience Verification form and return it to the course instructor signed in a sealed envelope. This form will contain your contact information, as well as that for the teacher whose classroom you visited during your field experience. The teacher will receive an from the UNCP Teacher Education Program asking them to briefly evaluate their experiences with the field experience placement. Teachers will be asked to evaluate UNCP students based on the following criteria. If you are observing only, teachers will be asked if UNCP students were: 1. Prompt and reliable attendance. 2. Attentive and respectful during observations. 3. Professional attire. 4. Exhibits professional demeanor. 5. Was organized and consistently prepared for field experience. If your field experience involved teaching mini lessons or other activities where you interacted directly with students, the K-12 teachers will be asked an additional 5 questions including feedback about the: 6. Quality of content knowledge, oral language, and written expression 7. Quality of instructional planning 8. Quality of basic teaching and management skills 9. Quality of general teaching capabilities 10. Would you accept this student as a student teacher in the future? After completing your field experience, you will be expected to evaluate your field experience using the Student Evaluation form. Also, deliver a brief thank you note stating your appreciation for your clinical teacher who has welcomed you into his/her classroom as a professional courtesy and without compensation. 18

24 November 13 version See Appendix I for forms related to field experience. Principals and teachers expect you to: 1. Keep scheduled appointments. Illness and/or emergencies are the only legitimate excuses for not keeping an appointment. If illness or an emergency prevents your attendance, notify the school immediately. 2. Be on time and stay for the full time for which you are scheduled. 3. Dress appropriately and follow the rules of basic courtesy toward everyone with whom you have contact. 4. Take confirmation forms and UNCP ID to verify your assignment and identity. 5. Check in at the office regardless of how familiar you are with the school. 6. Know your field experience assignment and have any necessary materials and/or plans ready for use. 7. Avoid unfavorable criticism of the University program, the school, and the community. 8. Exemplify the attitudes and actions of a teacher and not a student. 9. Safeguard all personal and confidential information concerning students. 10. Be cooperative and remember that the school s first priority must be the students. 11. Leave your cell phones in the car and do not take food into the classroom. 12. Do not discuss your field experiences on social media. Sick or Injured Students and Universal Precautions As an early field experience guest in the classroom, you should follow these procedures if a sick or injured student approaches you: 1. Without touching, try to calm the student needing assistance. 2. Hand clean tissues or paper towels to the pupil and ask the pupil to cover the wound or wipe his/her mouth or hands if vomiting. 3. Notify the teacher and let the teacher handle the pupil and the clean-up. OR send another pupil to notify the teacher, so you can keep control of the situation and prevent other students from coming in contact with bodily fluids. Make sure that the pupil receives the necessary attention from someone trained to provide care and that the other students are supervised. In general, early field experience students are not required to complete Universal Precautions training because they should never be solely responsible for pupils. However, you should be aware of these precautions, the risks of handling bodily fluids, and your school s policies. Serious risks include exposure to HIV (AIDS), hepatitis, and other bloodborne pathogens. To protect yourself, you should review the chart in Appendix G, and we encourage you to ask the clinical teacher how incidents involving 19

25 November 13 version bodily fluids are handled in the classroom. You should at least know where the plastic gloves and first aid kits are in the classroom. Field Experiences in Child Care Centers/Agencies Some early field experiences in the Birth-Kindergarten program may be completed in an approved child care center or agency. In this case, you must select your center or agency from the list provided by the instructor of the course for which the field experience is required. More specific information about field experiences in child care centers/agencies can be found in Appendix H. Professional Semester (Student Teaching) The culminating field experience in all teacher education licensure programs is the senior year internship (student teaching) under the direct supervision of a master teacher in a clinical setting. Teacher candidates spend a full semester (15 weeks) in their student teaching experience. Whenever possible, the semester prior to student teaching, students are placed for pre-internship field experiences with the clinical teacher who will supervise their internship during the professional semester. Teacher candidates should attempt to schedule other classes to permit their spending a morning and/or afternoon block of time in the school to which they are assigned during their pre-internship field experiences. The requirements for enrollment in the professional semester are detailed in Section 6 of this handbook. Two semesters prior to the internship, each candidate must complete the professional semester enrollment packet. Note: The professional semester enrollment information is distributed by the Director of University-School Partnerships at scheduled meetings each semester. The dates, times, and locations of these meetings are announced on the School of Education (SOE) website, the SOE announcement board in the Education Center, and the SOE Blog. They are also available from the Office of University-School Partnerships. You should be alert for these announcements and attend a meeting during the second semester of your junior year. General Information and Policies Additional information and Teacher Education Program policies related to field experiences are contained in this section. Licensure-only and Lateral Entry Students In order to qualify for Licensure-only or Lateral Entry programs of study, students must have already earned an undergraduate degree. All licensure-only and lateral-entry students must complete the stated requirements in a given course, 20

26 November 13 version including field experience requirements. Modifications may be made, at instructor discretion, for lateralentry teachers to complete course field experience requirements in their own classrooms; however, such modification may not always be appropriate. Academic Misconduct The University of North Carolina at Pembroke Academic Honor Code sets forth the standards of academic honesty and integrity for students at UNCP and describes attendant faculty responsibilities. Students and faculty are expected to be familiar with its provisions. This Code defines student behavior which violates the standards and enumerates the penalties for violations and the circumstances under which such penalties may be imposed. Attendance/Notification of Absence Students are under the same obligation for regular attendance as school and agency personnel. Personal illness or family emergencies are the usual reasons for approved absences. Special requests for absences must be discussed with and approved by the clinical teacher and by the course instructor who supervises the field experience placement. Such requests must be limited in number and mutually agreeable arrangements regarding student s responsibilities must be made between the clinical teacher and the student in advance whenever possible. Students are required to notify their clinical teachers (and sometimes principals) and their course instructor of all absences. Students are also required to inform their course instructor when they will be absent from their assigned school due to school-sponsored activities, e.g., field trips. Liability and Insurance Health and Accident Insurance Health and Accident Insurance is not provided for you by the University of North Carolina at Pembroke or the placement site. Be sure that your personal health insurance is in effect and will cover you when you are on location at the placement site. Workers' Compensation Insurance Workers' Compensation Insurance is not available for you as you are not an employee of the University of North Carolina at Pembroke. Should you become ill or injured as the result of the field experience program, there is no coverage by the University for costs of medical treatment. Again, be sure that you have personal health and accident insurance. Transportation Liability Your vehicle insurance coverage is primary when driving your own vehicle. There is no state coverage when driving to and from your field experience assignment or using your vehicle for your field experience assignment for any reason. 21

27 November 13 version NOTE: It is not advisable that you transport anyone in your vehicle, such as students on field trips, etc., during your early field experiences or student teaching assignment. Military Duty Students who are called to active military duty during their field experience assignment are required to contact the Director of University-School Partnerships as soon as they receive their orders to discuss their options. Reasonable Accommodations and Modifications Students who have any special needs which may require reasonable accommodations and modifications, should contact the Director of University-School Partnerships immediately. In addition, they should meet with their clinical teacher and course instructor prior to the starting date of the assignment to discuss any reasonable accommodations and modifications needed to meet the requirements of the experience. Students can also contact the Accessibility Resource Center (ARC) which has a twofold mission: to assist students with disabilities in qualifying for and implementing academic accommodations, so that they may independently strive for academic excellence; and to assist UNCP administration, faculty and staff in creating an accepting and accessible campus community. The Accessibility Resource Center is located in the D.F. Lowry Building adjacent to Faculty Row. For more information about Accessibility Resource Center, call or arc@uncp.edu. Religious Observances Students requesting absence from a field experience assignment because of religious observance should notify the clinical teacher and course instructor within the first two weeks of the starting date of the assignment. Strategies for making up missed work, if deemed necessary, should be formulated. Frequently Asked Questions The following table contains Frequently Asked Questions about field experiences. If you have a question that has not been addressed in this section of the handbook, or that is not addressed in the table, please contact your course instructor or the Office of University-School Partnerships. 22

28 November 13 version Question Answer If I am taking a course online do I have to complete the field experience requirement? If I live out of state and take an online course, do I have to complete the field experience requirement? Can I call the school and arrange my own field experience placement? I am a BK major; can I call the child care center/ agency and arrange my own field placement? Can I pass the course without completing my field experience? Yes. Yes. You will need to contact your course instructor as early as possible to make arrangements for your field experience. No. You may not call a school until you have received a placement confirmation from your course instructor. Yes. Please use the guidelines in Appendix H to help you arrange your placement. No. My mom is a teacher in my licensure area. Can I do my field experience in her classroom? No. Is there any way to be exempt from a field experience? No. Can I do early field experience requirements in the same school that my children attend? Can I request a specific school, teacher, and/or grade level? I requested a specific school and did not receive a placement there, why? If I fail a course with a required field experience, do I have to redo the field experience even though I completed it successfully? Yes. But, you should not complete your field experience in your child s classroom. You can request a specific school, but you cannot request a specific teacher or grade level. The principal will determine the specific teacher and grade level. It may be that there were no slots available at that school, or your prior field experience record indicated a need for a different student population. Technically, if you fail a course, you fail field experience, however, if you are repeating the course with the same professor an exception may be made. 23

29 November 13 version SECTION 3: CANDIDATE ASSESSMENT The UNCP Teacher Education Program faculty and administrators are committed to quality education for all children and youth in southeastern North Carolina. The Teacher Education Program is designed to nurture committed, collaborative, and competent communities of public school professionals who dedicate themselves to the education and welfare of all students. Part of the quality assurance we offer to the public schools that employ UNCP teacher education graduates is that they are knowledgeable, capable and caring. Thus, teacher candidate professional development is monitored closely from the point of program entry to the point of program exit for several reasons: 1) to sustain high standards for academic performance, 2) to design interventions in a teacher candidate's professional development when there is a problem; 3) to provide additional support or assistance when needed, 4) to provide feedback to the teacher candidate on his or her progress; and, 5) to assure the candidate and the teacher education faculty that the candidate is prepared for success in the next phase of the professional development process and, ultimately, prepared for transition into the induction phase of the professional career. Our system for monitoring teacher candidate performance employs multiple assessment measures generated from multiple points of view through multiple instruments and strategies at multiple points in your progression through the teacher education program. Teacher candidate progress is monitored continuously by program coordinators, advisors, faculty, and clinical teachers. Action plans are developed for teacher candidates whose performance at any point in the program is not meeting expectations. This section of the handbook describes elements of our candidate assessment system. An illustration of the candidate assessment system is on the next page. Course-Based Assessments Multiple measures of performance on various products of learning are employed at the course level throughout the candidate's program of study. As such, the course grade is a composite indicator that the candidate has acquired the designated knowledge, skills, and dispositions. Candidates demonstrate competence on a variety of assignments such as tests, research papers, case studies, lesson and unit planning, field experiences, interviews, oral presentations, performances, and original productions. In professional studies and content pedagogy courses candidates are asked routinely to reflect on their own growth and development as evidenced in both the process and the products generated in their formal course work. To be admitted to the UNCP Teacher Education Program, candidates must earn a grade of C (2.0) or better in EDN Introduction to Education or the approved equivalent course. Additionally, candidates must earn a grade of at least a C- ( C if the course was repeated) in all required professional studies, content pedagogy, and specialty area courses in their program. During the preregistration period each semester, the advisor and the candidate review the grades earned by the candidate in the program. As appropriate, the advisor and/or program coordinator may contact individual candidates to discuss their academic progress and to determine if adjustments to their course load and/or additional assistance may be needed. 24

30 November 13 version Elements of the UNCP Undergraduate Teacher Education Program Assessment System Formal Admission to the Program Faculty/Advisor Monitoring Midpoint of the Program (Admission to the Professional Year) Faculty/Advisor Monitoring Exit from the Program Quality (Grade) Point Average Quality (Grade) Point Average Quality (Grade) Point Average Quality (Grade) Point Average Quality (Grade) Point Average General Education coursework completed Performance in required courses Remaining Program Requirements Performance in required courses Electronic Evidences/ eportfolio Performance in EDN 2100 Performance in other professional studies, content pedagogy, and specialty area courses completed Praxis Core (or acceptable equivalent) Dispositions (informal) Electronic Evidences/ eportfolio Performance in professional studies, content pedagogy, and specialty area courses Dispositions Electronic Evidences/ eportfolio Dispositions (informal) Electronic Evidences/ eportfolio Teacher Candidate Work Sample (TCWS) Performance in Student Teaching (CTC Final Short Form) Licensure Tests (as required by the NC State Board of Education) Admissions Interview Dispositions Dispositions 25

31 November 13 version Quality (Grade) Point Average One of the basic tenets of the UNCP Teacher Education Program Conceptual Framework is competence. One measure of competence is your Quality (Grade) Point Average, which is an indication of the quality of your academic work. To be admitted to, continue in, and exit from the UNCP Teacher Education Program, you must have a cumulative quality point average of at least a 2.5 on a 4.0 scale. Your QPA is based only on the coursework you complete at UNCP. Should your cumulative quality point average drop below the required 2.5 after you have been admitted to the Teacher Education Program, you will be suspended from the program until the deficiency is corrected. This means that you will not be allowed to take courses with admission to the teacher education program as a prerequisite. When the problem is resolved, a request for reinstatement can be made. Standardized Tests State law requires that undergraduate degree-seeking students attain passing scores on a pre-professional skills test prior to admission to an approved teacher education program in a North Carolina college or university. The NC State Board of Education has designated the Praxis Core Test Series for this purpose. Additionally, State Board of Education policy requires applicants for a NC teaching license attain passing scores on prescribed licensure tests. Teacher Education Program faculty review the performance of candidates on these tests to identify program modifications that may be needed to better prepare candidates for the tests. Praxis Core To be admitted to the UNCP Teacher Education Program, students must pass the Praxis Core Academic Skills for Educators (Core) Tests (or equivalent tests approved by the NC State Board of Education). These tests measure academic skills in reading, writing and mathematics. They were designed to measure the skills and content knowledge of candidates entering teacher preparation programs. Additional information about this requirement can be found in Section 5 of this handbook. Licensure Tests The NC State Board of Education requires all applicants for a teaching license 3 pass prescribed licensure tests. Generally, these tests assess the knowledge of specific subjects that educators will teach, as well as general and subject-specific teaching skills and knowledge. More information on the Licensure Test requirements can be found in Section 7 of this handbook. Additional information about the tests can be found at the following links. Praxis II Pearson Foundations for Reading and General Curriculum Tests for North Carolina 3 Currently, B-K teachers are not required to pass a prescribed licensure test except to be designated highly qualified. In this case, the Elementary Education tests are required. 26

32 November 13 version eportfolio (Electronic Evidences) The North Carolina Department of Public Instruction (DPI) requires that preservice candidates, recommended for a teaching license, have 6-8 electronic evidences demonstrating they have achieved the knowledge, skills, and dispositions necessary to become a successful teacher. These electronic evidences are based on the North Carolina Professional Teaching Standards and the North Carolina Teacher Candidate Evaluation Rubric. Electronic Evidence 1: Content Knowledge focuses on the candidate s demonstration of breadth of content knowledge in the specialty area. DPI specifies that this must be either a copy of the candidate s transcript with at least 24 semester hours of coursework relevant to the specialty area from a regionally accredited college or university with a grade of C (2.0) or better in each of the 24 hours OR satisfactory scores on the licensure tests required by the NC State Board of Education. Electronic Evidence 2: Content Knowledge focuses on the candidate s demonstration of depth of understanding and application of content knowledge in the specialty area. This evidence is defined by the institution/program area. Electronic Evidence 3: Pedagogical and Professional Knowledge, Skills, and Dispositions focuses on the candidate s demonstration of effective design of classroom instruction based on research-verified practice. This evidence is defined by the institution/program area. Electronic Evidence 4: Pedagogical and Professional Knowledge, Skills, and Dispositions focuses on the candidate s demonstration of identified knowledge, skills, and dispositions in practice. DPI specifies that this evidence be the Certification of Teaching Capacity evaluation completed by the institution (university supervisor) and the cooperating teacher and school principal (or designee) at the conclusion of student teaching. Electronic Evidence 5: Positive Impact on Student Learning focuses on the candidate s demonstration of the ability to positively impact student learning. This evidence is defined by the institution/program area. Electronic Evidence 6: Leadership and Collaboration focuses on the candidate s demonstration of leadership and collaboration skills. This evidence is defined by the institution/program area. To meet these licensure requirements, the UNCP Teacher Education Program has developed an eportfolio system for our students. This eportfolio system is designed as a place for students to display artifacts that show they have achieved (or are working toward achieving) the knowledge, skills, and dispositions necessary to become a successful teacher. Each licensure program area has its own assignments related to the required Electronic Evidences. So the evidences produced by elementary education majors will probably look different from another discipline, such as art. However, each student is responsible for posting a minimum of 18 assignments (3 for each of the Electronic Evidences) and a related reflection that will be created as they progress through their 27

33 November 13 version coursework. Some areas may require posting more than one document or artifact for the assignment. These assignments must be saved electronically and posted into an electronic portfolio provider called Taskstream. More information about Taskstream is provided later in this section of the handbook. If you have questions about the eportfolio requirements for your particular program area, please talk with your program coordinator. Teacher Candidate Work Sample (TCWS) The Teacher Candidate Work Sample (TCWS) is the capstone product for the teacher education program. During your student teaching (senior internship) semester, you will plan, implement, and evaluate a unit of study designed to meet the needs of a specific group of learners in a PK-12 public school setting. Simply stated, a teacher candidate work sample is an implemented unit of study. It is a sample of your pre-professional practice. The purpose of the TCWS is an important one to determine whether or not you can have a positive impact on all students learning. The TCWS consists of the following elements: 1) a profile of the students, the classroom, the school, and the community in which the learning is situated; 2) a purpose statement to guide unit development, 3) a rationale for the unit, 4) the long-range goals for the unit, 5) the objectives or anticipated learner outcomes, 6) a unit overview, 7) an assessment plan including both formative and summative assessments, 8) lesson plans, 9) analysis, summary, and interpretation of pre and post assessments, and 10) critical reflection on student performance and the three phases of the teaching cycle. Sample student work is placed in appendices. Your professional profile/resume, mission statement, and conceptual framework for teaching and learning will be presented at the front of the work sample product. A full description of the TCWS is presented in the UNCP Teacher Candidate Work Sample Manual. The TCWS is evaluated by teacher education faculty members from your program area and, whenever possible, an individual from the public schools. The rubric used to evaluate your TCWS can be found in the TCWS Manual. Professional Dispositions Dispositions are characteristics and behaviors that shape the ways you interact with students, colleagues, and faculty and the ways you present yourself as an educator. They shape the ways you make decisions related to teaching and learning. Candidates are asked to formally reflect on their dispositions at three points in the program: at entry, at midpoint, and at exit. The survey instrument used for this assessment is designed to provide an opportunity for candidates to reflect on dispositions and attitudes considered important to successful teaching. The instrument is intended to help candidates identify areas for continuing professional growth and define steps they might take to promote that growth. Data from this self-assessment are also used by program faculty as they consider ways in which their programs can assist candidates to develop and/or strengthen positive professional dispositions. A copy of the dispositions survey is contained in Appendix K. Candidates complete the entry point survey in conjunction with the Admissions Interview. The second checkpoint survey is completed in 28

34 November 13 version conjunction with the application for the professional semester. The exit point survey is completed in conjunction with the Senior Internship. Taskstream The UNCP Teacher Education Program uses Taskstream, a commercial electronic portfolio service, to collect work created over the course of your program of study. Taskstream is used to collect specific artifacts (electronic evidences) you will create in your courses, field experiences, and student teaching or internship placements. These artifacts will be used to create electronic files that are submitted to both the NC Department of Public Instruction and national accreditation agencies to show that graduates from the UNCP Teacher Education Program are proficient in all areas required for teacher licensure. Purchasing Taskstream You can purchase Taskstream either directly from Taskstream (with a credit card) or through the UNCP Bookstore. While Taskstream is less expensive if purchased directly from Taskstream, a major advantage of purchasing Taskstream through the bookstore is that you can use your financial aid funds to make the purchase. Purchase through Taskstream 1 Semester - 5 Months ($25) 1 yr. account ($42) 2 yr. account ($69) 3 yr. account ($91) 4 yr. account ($105) 5 yr. account ($119) 6 yr. account ($129) Purchase through the UNCP Bookstore 1 yr. account ($56) 2 semesters 2 yr. account ($92) 4 semesters Note: The UNCP Bookstore is investigating the purchase of Taskstream licenses for different time periods than the ones listed here, so ask if any other accounts are available as well. If you are purchasing Taskstream through the UNCP bookstore, you will need to make your purchase before going to the Taskstream website. Please ask for it at the front register. If you are purchasing Taskstream directly through Taskstream with a credit card, you can go directly to the Taskstream website. To create or renew your Taskstream account, go to: As shown in the screen shot on the next page, click on the correct button to create or renew account located at the top of the webpage. 29

35 November 13 version Then follow the instructions where you choose your purchase option, either purchasing with a credit card or by using the key code purchased in the UNCP bookstore. 30

36 November 13 version When choosing the credit card option, click on the button beside the area that says you will be using Taskstream for a College/University program and click continue. The next screen will ask you a series of questions where you identify UNC-Pembroke as your institution. On the next screen, you can choose the amount of time for which you would like to purchase Taskstream. Notice you will be given both a starting date and an ending date for your purchase. Try and best estimate the amount of time you will need Taskstream for to complete your plan of study, including your internship (student teaching) semester. Subsequent screens will take you through the procedures for entering your credit card information and checking out. You will have to enter your personal information to complete the registration process. When choosing the Taskstream key code option, after you enter the key code, you will go through a similar set of screens to choose your school and complete the registration process. Inactive Accounts If you already have a Taskstream account but your time has run out, your account will be considered inactive by Taskstream. UNCP faculty will still be able to view your work even if your account is inactive. You do not have to renew your account once it has become inactive if you have completed all Taskstream requirements for all your classes and for licensure purposes. If you have NOT completed all requirements, you will have to renew your account! Enrolling in DRFs in Taskstream Each program that uses Taskstream has an enrollment code. When you log into your Taskstream account, you will see an area where you can enter the correct enrollment code for your particular program. Please enroll in all required drfs for your program. Drf stands for Directed Response Folio and is Taskstream s term for the folder where work is located. You will have a folder (or drf) related to your program s eportfolio (used to collect evidence for licensure over the course of your program) and others related to the student teaching semester. These include the Student Teaching drf (where midpoint and final student teaching evaluations are located), the Seminar drf (where seminar evaluations are located) and the TCWS drf (where you will post all portions of the Teacher Candidate Work Sample you create during student teaching). You may also be instructed to enroll in other drfs over the semesters you are enrolled in the UNCP Teacher Education Program. Once you have purchased your Taskstream membership, there is no additional purchase required for enrolling in drfs. All codes will be given to you when you are required to enroll in specific drfs. 31

37 November 13 version Submission of Assignments in Taskstream Embedded in the instructions for all assignments in Taskstream, you should find the name of the person to whom you should submit your assignment. For example, assignments for your program area eportfolio will probably be submitted to your program coordinator or to a course instructor. Assignments for your TCWS could be submitted to your university supervisor or your program coordinator. (It is your responsibility to find out to whom your assignment should be submitted.) Assignments from the Seminar drf will be submitted to Nicky Bullard. Please follow instructions carefully regarding submissions. This will prevent many problems with Taskstream. Note: It is imperative that you understand the importance of completing all requirements posted in Taskstream for all drfs you enroll in. You cannot be recommended for licensure until all these requirements have been met. Questions about Taskstream If you have questions about Taskstream or you find that Taskstream is not behaving as it should, please contact Mrs. Mary Klinikowski [Mrs. K] at or at mary.klinikowski@uncp.edu. When you contact Mrs. K, please refer to the specific drf you are having trouble with and explain as much about the problem as possible. If you are unsure exactly which drfs you should be enrolled in, please contact your program area coordinator or your advisor. Mrs. K won t have that information. All program coordinators have a list of enrollment codes. For help directly from Taskstream, use the help button located in the top right hand portion of the webpage or call or help@taskstream.com. 32

38 November 13 version SECTION 4: ADVISING AND REGISTRATION Each student at The University of North Carolina at Pembroke is assigned a faculty advisor to guide his/her progress through a prescribed program of study. The chairperson of the department in which the program is housed assigns advisors. Students seeking licensure are typically assigned to advisors who work with the Teacher Education Program. Regular meetings with your advisor are important, as he/she is aware of such matters as changes in program requirements and when specific courses may be offered. University registration procedures require that you have the approval of your advisor for each course for which you register. Although your advisor will guide your progress toward program completion, the final responsibility for meeting all academic program requirements rests with you. Declaration of Major The Office of the Registrar must know every student's major. The Office of the Registrar gets the information about each student's chosen major from the Declaration of Major Form. If you entered the University as a freshman, you were probably asked to complete this form during freshman orientation. If you were undecided about your major at that time, the Office of the Registrar does not know what you finally decided to choose as your major. You should go to the Registrar's Office on the first floor in Lumbee Hall as soon as possible and complete the form. If you are a transfer student, you probably completed the form when you applied for admission to the University. If not, you should also complete a form as soon as possible. Here's why. As soon as the Office of the Registrar knows your major, your Declaration of Major Form is forwarded to the appropriate academic department chair or dean. The department chair then assigns a faculty member in your major (licensure area) to be your advisor until you graduate from the University. Teacher education majors need a teacher education faculty advisor to guide their progression through the program. Not having accurate, informed advice about the teacher education program could cost you an extra semester or more at the University. What happens if you decide to change your major? For example, a freshman declares elementary education as a major. However, after completing the field experience requirement in EDN 2100, the student decides she wants to switch to health and physical education. That student will need a new advisor in the health and physical education program. To change your major and your advisor, you complete a new Declaration of Major Form and submit it to the Office of the Registrar. The Registrar makes the change in your record and forwards the form to the new department chair who assigns you a new advisor. The former advisor receives a copy of the form, forwards any pertinent advisee information to the new advisor, and the change of major is complete. 33

39 November 13 version Registration The University has a two-phase registration system: 1) the early or pre-registration phase and 2) the regular registration phase. All students should take advantage of the opportunity to register for classes early. The date you are eligible to pre-register depends on your class rank seniors first, then juniors, followed by sophomores, and then freshmen. Students currently enrolled at the University of North Carolina at Pembroke may complete their registration by: (1) consulting with their advisor during the designated early registration period, (2) obtaining the personal identification number (PIN) from the advisor and preparing their class schedule for the next semester, (3) registering for the approved course work online, and (4) paying tuition and fees to the Cashier s Office. Students returning after an absence of one semester may complete their registration by: (1) consulting with their advisor during the designated registration period, (2) obtaining a PIN and preparing their class schedule for the semester, (3) registering for the approved course work online, and (4) paying tuition and fees at the Cashier s Office. Students who have not returned to the University in two semesters (one academic year) need to apply for readmission to the University. Departmental Majors Meetings At the beginning of the pre-registration period, many departments hold majors meetings to advise students of schedule changes, changes in institutional or external agency requirements, changes in policy, and other important matters affecting program progression and the registration process. In the School of Education, two majors meetings are scheduled prior to the preregistration period: one in the morning and one in late afternoon, to accommodate schedules of students. The dates, times, and locations of these meetings are announced on the School of Education blog. The School of Education meetings include small group meetings with your advisor and an opportunity to ask questions about the program. In addition, advisors will provide you information about their availability for advisement appointments. It is important that you take advantage of these meetings in order to stay informed and talk with faculty in the program. If you have questions about your department s majors meeting, please consult with your advisor. Meeting with your Advisor Meeting with your advisor is an important component of the registration process. You should contact your advisor to set up an advising appointment/conference prior to registration. You should also prepare for the appointment/conference by developing a tentative schedule based on the courses you have taken and the courses you have left to take. Be sure to check the UNCP Catalog for any prerequisites for the courses on your tentative schedule and for the possibility of a rotating schedule for offering the required courses. Some required courses cannot be taken until a prior course, or prerequisite, has been 34

40 November 13 version completed. Some upper-division courses cannot be taken unless you have been formally admitted to the Teacher Education Program (see Section 5 of this handbook for information on Teacher Education Program Admission Requirements). Some courses are offered in the spring only, the fall only, or every other year only. To find out what the prerequisites and course delivery schedule is for a given course, refer to the course description in the Catalog. After you and your advisor have conferenced, your advisor will give you a PIN number that will allow you access into BraveWeb. Reminder: Although your advisor will guide your progress toward program completion, the final responsibility for meeting all academic program requirements rests with you. You should not change the schedule upon which you and your advisor have agreed without first talking with your advisor again. Registering for Courses with Field Experiences If any of the courses for which you are registering have a required field experience, you should follow the directions previously provided in Section 2 of this handbook for registering for field experiences. 35

41 November 13 version SECTION 5: ADMISSION TO THE TEACHER EDUCATION PROGRAM The Teacher Education Committee is the University-wide governing body for all undergraduate and graduate teacher education programs at UNCP. The Teacher Education Committee admits students to the Teacher Education Program on the basis of academic performance and suitability for teaching. Admission to the University is not the same as admission to the Teacher Education Program. Application for admission to the Teacher Education Program is a separate process. Eligibility for admission to the Teacher Education Program is determined by regulations current at the time the individual qualifies for and submits the initial application. Students with disabilities who may require special accommodations should consult the Dean of the School of Education. This section of the handbook provides information about your admission to the Teacher Education Program. Eligibility for Admission To be eligible for consideration by the Teacher Education Committee and approved for admission to the Teacher Education Program, each candidate must: 1. Have not more than 9 hours of the General Education requirements remaining. 2. Have earned a C (2.0) or better in EDN 2100 (Introduction to Education) or the approved equivalent course. EDN 2100 is required for TEP admission beginning fall Have earned a grade of at least a C- (C if the course was repeated) in all required professional studies core, content pedagogy, and specialty area courses completed at the time of admission, with exception of EDN 2100, which requires a grade of C. 4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work. 5. Meet the State established scores on Praxis Core Academic Skills for Educators (Core) Tests. During test registration, enter code R5534 for UNCP. If you meet the state established scores on the SAT or ACT, an official copy of the scores must be sent to the UNCP School of Education Licensure Office. Students must meet the scores at the time they apply to and qualify for admission to the Teacher Education Program. Printed copies of all qualifying scores must be brought to the admission interview (see #8 below). Most often these are official scores from the testing service or test score notations on an official high school transcript. 6. Enroll in the program area drf in Taskstream, complete the Candidate Professional Dispositions Self Evaluation in Taskstream, and facilitate the completion of the Faculty Evaluation of Candidate Dispositions form in collaboration with the Program Coordinator. Until this section is activated in Taskstream, students should bring a completed copy of their Candidate Professional Dispositions Self-Evaluation to the interview. 7. Complete a Candidate for Professional Licensure (CPL) form and an Application for Undergraduate Admission to the Teacher Education Program. CPL and Application forms are 36

42 November 13 version available in the School of Education Licensure Office and on the School of Education website. Completed copies of these forms must be brought to the admission interview (see #8 below). 8. Satisfactorily complete an admission interview after completing all the above requirements. The interview is not complete until the Candidate Professional Dispositions Self-Evaluation has been discussed with the Program Coordinator. Candidates should bring a printed copy of their test scores (see #5 above) and a completed copy of the CPL form to the interview. 9. Program Coordinator will deliver completed copy of CPL, test scores and Admission form to Licensure Office. Note: On your application for admission to the Teacher Education Program you will be asked (a) if you have ever had a certificate or license revoked or suspended by any state or other governing body, and (b) if you have ever been convicted of a crime (excluding minor traffic violations). If your response to either of these questions is yes, you are advised to see the Dean of the School of Education immediately. Testing Requirements for Admission to the Teacher Education Program State law requires that undergraduate degree-seeking students attain passing scores on a pre-professional skills test prior to admission to an approved teacher education program in a North Carolina college or university. Students seeking admission to the Teacher Education Program must satisfactorily complete the Praxis I Series, Praxis Core Academic Skills for Educators (Core) Tests, which includes subtests in reading, writing, and mathematics, or achieve the state established scores on the SAT or the ACT that allow individuals to be exempt from Praxis I testing requirements. Students must meet the required scores in effect at the time they apply to and qualify for admission to the Teacher Education Program. The School of Education must receive an official copy of the scores before the student may be admitted to the Teacher Education Program. Student copies of scores are not acceptable. Effective August 1, 2014, the required scores on the Praxis I Series, Praxis Core Academic Skills for Educators Tests are: Core Academic Skills for Educators: Reading (Test #5712) 156 Core Academic Skills for Educators: Writing (Test #5722) 162 Core Academic Skills for Educators: Mathematics (Test #5732) 150 Combined Score (Test #5751) 468 Note: The scores on the former Praxis I PPST (Preprofessional Skills Tests) tests and the new Praxis Core Academic Skills tests cannot be combined to meet the minimum passing qualifying score. For more information on the Praxis I Series, Praxis Core Academic Skills for Educators Tests and/or to register for the tests visit the ETS website. You can also find information in the UNCP Praxis Core brochure. 37

43 November 13 version SAT options for satisfying Praxis Core Testing Requirements Individuals with a total SAT score of 1100 are exempt from Praxis Core testing requirements for teacher education program admission. Individuals with a total SAT score of less than 1100, but a score of at least 550 on the Verbal test are exempt from the Praxis Core Tests in Reading and Writing for teacher education program admission. Individuals with a total SAT score of less than 1100, but a score of at least 550 on the Math test are exempt from the Praxis Core Test in Mathematics for teacher education program admission. ACT options for satisfying Praxis I Testing Requirements Individuals with a composite ACT score of 24 are exempt from Praxis Core testing requirements for teacher education program admission. Individuals with a composite ACT score of less than 24, but with a score of at least 24 on the English test are exempt from the Praxis Core Tests in Reading and Writing for teacher education program admission. Individuals with a composite ACT score of less than 24, but a score of at least 24 on the Math test are exempt from the Praxis Core Test in Mathematics for teacher education program admission. Praxis Core Information Sessions Each semester, information sessions for the Praxis Core exams are scheduled. While your attendance at an information session is optional, students who have attended these sessions in the past report that they have been very helpful. Your EDN 2100 instructor will let you know the times, dates, and locations for the sessions, or you can check with your advisor. At the Praxis Core information session you will be guided through the registration process and learn more about what is actually on the three subtests and how to prepare for them. You also will learn about the test preparation resources available to you at UNCP and receive a Praxis Core brochure, which can also be obtained from the School of Education Praxis Liaison (Office: Education Center, Room 101-G). The Praxis P.L.U.S. program, funded by the NASNTI Grant and Native Americans in Professional Education: Achieving Success, provides help for UNCP students to prepare for the Praxis Core exam via practice tests and in-depth tutoring sessions with specialized tutors. It provides a way for students to be reimbursed for testing costs if they complete required tutoring sessions and then pass the test. For more information, see for more information (Office: Education Center, Room 130). About 4-6 weeks after the test date, the Educational Testing Service (ETS) will send your scores directly to UNCP, if you request that they do so on the registration form. If you are unable to attend an information session, you can go to the website of the Educational Testing Service (ETS), the organization that develops the Praxis Core and oversees the administration of the exam. On the ETS website you can access test information and download a copy of the Praxis Core Tests at a Glance booklet that explains the test format and gives you some practice questions. 38

44 November 13 version The Admission Interview All applicants for admission to the Teacher Education Program are interviewed individually by the program coordinator of their licensure area, or designee, and at least one other teacher education faculty member. The admission interview serves several purposes: 1) it gives the program area faculty a chance to meet you and get to know you better; 2) it gives you an opportunity to ask any questions you may have about the Teacher Education Program, and 3) it allows you and the faculty interview team to have a conversation about the professional dispositions expected of a public school teacher. You should schedule your admissions interview as soon as possible after you satisfy all other program admission requirements. Prior to your interview, you should submit your Entry Point Dispositions Self-Assessment Survey in Taskstream. This form may be used in printed form if it has not been enabled in Taskstream yet. Additional information on the Admission Interview can be found in Appendix L. Outline of Procedures for Admission to the Teacher Education Program: 1. Student seeking admission prints and completes 3 forms, Professional Dispositions Self Assessment, Application for Undergraduate Admission to the Teacher Education Program form, and the Candidate for Professional Licensure (CPL) form. These completed forms along with printed copies of appropriate Praxis, SAT, or ACT scores must be brought to the interview. When these procedures migrate to Taskstream, most of this will be electronic. 2. The student schedules an interview with 2 faculty members, most likely the program coordinator or advisor and then one other faculty member who knows the student. Some program coordinators may not know the student yet which is why the student should choose a faculty member who is familiar with them. The student should provide both faculty members with the Faculty Assessment of the Professional Dispositions. Each faculty member will fill out the dispositions form before the interview and bring this completed form to the interview. Once these procedures migrate to Taskstream, the program coordinator will input summary faculty responses into the faculty form in Taskstream. 3. Before the interview, the program coordinator or advisor should run a degree audit to make sure the student has met all the course, grade, and GPA requirements outlined on the eligibility for admission section here. If there are any requirements that the student has not met, then the interview will not be scheduled until all requirements are met. This includes a printed copy of all test scores. 4. At the interview, faculty members will ask the student questions or present scenarios for the student to discuss. These questions should be reflective of the 5 NC Professional Teaching standards as shown on page 7 of this handbook. During the interview, faculty should make notes and mark the form labeled Faculty Summary and Evaluation of Interview, 5. At the end of the interview, faculty will make admissions decisions and all paperwork will be forwarded to the Licensure office by the program coordinator. Program coordinators will send or deliver all forms (Admissions form, the CPL form, the Interview Summary and Evaluation form, the dispositions forms) and test score copies to Michelle Locklear in Licensure. She will generate a letter of admission or non-admission for the students. For those who are denied, there is a remediation plan form on the Undergrad Dispositions Protocol and Remediation Plan at Admissions document. 39

45 November 13 version Prior to interview: A. Interviewee must complete the Professional Dispositions Self-Assessment, Application to the School of Education, and the CPL Data Form before the interview begins. B. During the interview, faculty will ask at least one question/scenario from each NC Professional Teaching Standard area. C. Each interviewer (at least 2 present) should document interviewee responses and dispositions on the Faculty Summary and Evaluation of Interview form. D. Once the interview is completed, the program coordinator will mark the interview as Satisfactory or Needs Review. The program coordinator may then submit the student s completed application, CPL form, test scores, and Faculty Summary and Evaluation of Interview to Michelle Locklear in the licensure office. Michelle will take the information from the Faculty Summary and Evaluation of Interview form and generate a letter of admission or non-admission. Students who receive a rating of Satisfactory will be admitted. Those who receive a rating of Needs Review will not be admitted and a remediation plan must be developed. Possible Teacher Candidate Interview Questions and Scenarios: Students may be asked to discuss an experiences related to the following North Carolina Professional Teaching Standards. They may also be given a particular classroom scenario that might occur and then discuss their reactions to that particular scenario. 1. Teachers Demonstrate Leadership 2. Establish a Respectful Environment 3. Knowing the Content 4. Facilitate Learning for Students 5. Reflecting on Practice When to Apply for Admission to the Teacher Education Program Generally, you should apply for admission to the Teacher Education Program during the second semester of your sophomore year or the first semester of your junior year. For more information about application timeframes, speak with your licensure area program coordinator to make sure you apply in a timely manner. Your application cannot be processed until you have satisfied all of the admission requirements (detailed earlier in this section of this handbook). The Teacher Education Program Admission Application and the Candidate for Professional Licensure (CPL) form are available in the Licensure Office (Room 101-A in the Education Center) and online at under student forms. Several required professional studies courses and upper-level content pedagogy courses have admission to the teacher education program as a course prerequisite. If you delay too long in applying for admission, you could be faced with the costly situation of not being eligible to register for ANY required courses one semester because those courses all require program admission as a prerequisite. Your advisor can help you avoid costly mistakes. The most important reason for applying for admission relates to the following North Carolina State Board of Education policy: Program progression in the program is limited until formal admission to the program has been granted. Formal admission to the program occurs at least one semester prior to student teaching. (NC State Board of Education, March 7, 2002). 40

46 November 13 version Acceptance and Notification After your admission application, CPL form, and other required documents are submitted to the School of Education Licensure Office, and all of the admission requirements have been verified, your application is submitted for approval to the Teacher Education Committee. If the Teacher Education Committee approves your admission to the Teacher Education Program, you will receive a formal letter in the mail congratulating you on your acceptance. Your advisor will also receive a copy of this letter. You are not considered formally admitted to the UNCP Teacher Education Program until you have received this notification. If for some reason you are not approved for admission, you will receive a formal letter in the mail telling you that you were not approved for admission and the reason(s) for not being approved. Your advisor will also receive a copy of this letter. The process for appealing the decision of the Teacher Education Committee can be found later in this handbook. Having Difficulty Satisfying Admission Requirements? If you are having difficulty satisfying any of the requirements for admission to the Teacher Education Program, you should seek help from your advisor as soon as possible. For example, if you took the Praxis Core exam and did not meet the cut-off score in one of the three areas, you should seek advice about what resources to utilize before taking the test a second time. Unless you do something to remediate the areas of deficiency on the first test event, your score is likely to be in the same range the second time. If you are having trouble meeting the cumulative 2.5 QPA requirement, you should seek help from your advisor as soon as possible. 41

47 November 13 version Yes Checklist for Admissions Qualifications and Procedures To be eligible for consideration by the Teacher Education Committee and approved for admission to the Teacher Education Program, each candidate must: Check each box indicating that the requirement has been met. Each box must be checked yes for Admission to the Teacher Education Program. No 1. Have not more than 9 hours of the General Education requirements remaining. 2. Have earned a C (2.0) or better in EDN 2100 Introduction to Education or the approved equivalent course. EDN 2100 is required for TEP admission beginning fall Have earned a grade of at least a C- (C if the course was repeated) in all required professional studies core, content pedagogy, and specialty area courses completed at the time of admission, with the exception of EDN 2100, which requires a grade of C. 4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work. 5. Meet the state established scores on the Praxis Core Academic Skills for Educators (Core) Tests. During test registration, enter code R5534 for UNCP. If you meet the state established scores on the SAT or ACT, an official copy of the scores must be sent to the UNCP School of Education Licensure Office. Students must meet the scores in effect at the time they apply to and qualify for admission to the Teacher Education Program. Printed copies of all qualifying scores must be brought to the admission interview (see #8 below). Most often these are official scores from the testing service or test score notations on an official high school transcript. 6. Enroll in the program area drf in Taskstream, complete the Candidate Professional Dispositions Self Evaluation in Taskstream, and facilitate the completion of the Faculty Evaluation of Candidate Dispositions form in collaboration with the Program Coordinator. Until this section is activated in Taskstream, students should bring a completed copy of their Candidate Professional Dispositions Self-Evaluation to the interview. 7. Complete a Candidate for Professional Licensure (CPL) form and an Application for Undergraduate Admission to the Teacher Education Program. CPL and Application forms are available in the School of Education Licensure Office and on the School of Education website. Completed copies of these forms must be brought to the admission interview (see #8 below). 8. Satisfactorily complete an admission interview after completing all the above requirements. The interview is not complete until the Candidate Professional Dispositions Self-Evaluation has been discussed with the Program Coordinator. Candidates should bring a printed copy of their test scores (see #5 above) and a completed copy of the CPL form to the interview. 9. Program Coordinator will deliver completed copy of CPL, test scores and Admission form to Licensure Office. 10. Student will receive official Letter of Admission from Licensure office. 42

48 November 13 version Remediation Plans and Procedures UNCP Undergraduate Teacher Candidate Remediation Protocol Overview of Disposition Assessments and Checkpoints The Teacher Candidate Self-Assessment and Faculty Assessment are tools utilized in the Teacher Education Program to assess and monitor the dispositions and behaviors of all students throughout their candidacy. Each assessment is completed at three uniform checkpoints during a student s matriculation through a teacher education program: 1) Approximately a week prior to the admission interview (checkpoint #1), 2) During the semester prior to internship (checkpoint #2), and 3) The last week of internship (checkpoint #3). During the week prior to the admission interview, the student must complete the Professional Dispositions Self-Assessment (checkpoint #1). In addition, at least two faculty members with whom the student is acquainted (i.e., faculty advisor, content area instructor) must complete the Faculty Evaluation of Candidate Professional Dispositions for the student. It is the student s responsibility to collaborate with faculty to ensure all assessments are submitted the week prior to the admission interview. Remediation Process It is the intent of the Teacher Education Program at UNCP that every teacher candidate is given the opportunity to remediate behaviors or dispositions that do not align with those of effective educators and appropriate teaching standards. The following outlines the procedures for addressing candidate dispositional deficiencies including reasons for remediation, criteria for identifying a concern, possible actions, and documentation. When remediation is deemed necessary to address area(s) of concern, a 2-3 member committee consisting of the program coordinator and 1-2 faculty members must convene with the student to develop a remediation plan and appropriate course of action. Remember, this remediation plan can be implemented at any point in a candidate s progression. It should be used when the faculty members involved notice a potential problem. Faculty do not have to wait until an official checkpoint to begin remediation. Reason for Remediation: When a teacher candidate receives a low grade in a required course, poor review in a field placement, low ratings on a disposition assessment, or when a professor recognizes a serious concern, remediation may be required. The following outlines the process for addressing such deficiencies and concerns. Possible Criteria for Identifying a Deficiency or Concern: 1. A teacher candidate receives a rating of never or rarely on any line item of a self or faculty disposition assessment or field assessment; or 2. A teacher candidate receives two or more ratings of occasionally within any one section of a self or faculty disposition assessment or field assessment; or 3. A teacher candidate is identified by a course instructor or field supervisor as behaving in way that is not conducive to effective teaching or aligned with appropriate teaching standards; or 4. A teacher candidate receives a mid-term grade or final grade that does not meet the entrance, retention, or exit standards outlined in the teacher candidate handbook for the program. 5. A teacher candidate fails a course. 43

49 November 13 version Possible Actions: A. Teacher candidate outcomes and/or plans of action stemming from disposition assessments meeting criteria 1 or 2 above are dependent upon their degree of progression through the program. For example, a teacher candidate s disposition assessment which meets criteria 1 or 2 above at the admission interview (checkpoint #1) may be denied entrance into the Teacher Education program. Teacher candidates whose disposition assessment meets criteria 1 or 2 at the beginning (checkpoint #2) or end (checkpoint #3) of internship will be required to produce evidence that identified concern(s) have been remediated at the discretion of program faculty and the coordinator. A remediation plan will be used to document the remediation and any evidences that support failure or success in addressing the deficient dispositional area(s). The remediation plan template must be used to document clearly document the course of action (see Item A). B. Teacher candidate disposition is monitored on an on-going basis and during each course throughout the teacher education program. Should a teacher candidate be identified by a course instructor as meeting criteria 3 or maintaining ongoing dispositions misaligned with the mission of the teacher education program, a remediation plan may be instituted. The course instructor and program coordinator will meet with the student to address the disposition(s) of concern. A remediation plan will be utilized to develop and document the remediation and any evidences that support failure or success in addressing the deficient dispositional area(s). The work or evidence is submitted to the program coordinator by the end of the course. The remediation plan template must be used to document clearly document the course of action (see Item A). C. Should a teacher candidate meet criteria 4 above by earning a Midterm Grade of C- or lower in any teacher education course or low ratings in dispositions and/or field experience, he/she will develop, in collaboration with the instructor and program coordinator (if applicable), a written plan to improve performance in the course. Any coursework involved should fit within the overall policies of the course in question, and teacher candidates are encouraged to seek tutoring, additional help from the instructor, and appropriate supplementary academic support as recommended by the instructor and program coordinator (if applicable). The remediation plan template must be used to document the plan (see Item A), and may include withdrawal from the course if it is no longer mathematically possible for the teacher candidate to raise her or his average to a passing level with work remaining in the course, and the teacher candidate has not already used all allowable course withdrawals. D. In the event a teacher candidate meets criteria 5 above by failing a course, the deficiency or concern is evaluated by the program coordinator. All decisions to address identified issues must be well-documented and consensually agreed upon by all members of the committee. The program coordinator will meet with the teacher candidate and assist in developing a plan of action. This remediation process may result in mentoring, repeating the course with tutoring, or the 44

50 November 13 version teacher candidate withdrawing from the program. The remediation plan template must be used to document clearly document the course of action (see Item A). Documentation: I. The program coordinator notifies the department chair of the names of candidates with deficiencies as soon as the deficiencies become evident and no later than 5 days after the completion, submission, and review of the disposition assessments submitted by the student and faculty members. This notification process does not have to be linked to one of the checkpoints and can occur when problems arise. II. The program coordinator and designated faculty members (in conjunction with the identified student) develop a remediation plan (if applicable). A completed remediation plan (see Item A) or equivalent will contain written documentation of the deficiencies and planned method of remediation, including dates for completion, and appropriate signatures. III. The program coordinator keeps a log of names of teacher candidates who have deficiencies, notes the remediation method, and places a copy of the completed remediation plan documentation in the candidate s department file which is kept in a locked cabinet or file room. IV. The program coordinator signs the log to document that the deficiency has been fully addressed or remediated. To see the remediation form used, please see Appendix M. SECTION 6: CONTINUATION IN THE PROGRAM After you are admitted to the Teacher Education Program, you must continue to make satisfactory progress to continue in the program. This section of the handbook provides information on your continuation in the program. Maintaining a 2.5 QPA Once you have been formally admitted to the Teacher Education Program, you are required to maintain a 2.5 overall GPA. If your GPA falls below 2.5, you will be suspended from the Teacher Education Program until the deficiency is corrected, which means that you will not be allowed to take courses with admission to the teacher education program as a prerequisite. When the problem is resolved, a request for reinstatement to the Teacher Education Program can be made. Check the course descriptions in the UNCP Catalog to find out which courses require Teacher Education Program admission. 45

51 November 13 version Earning a Grade of C- or Better in Required Courses If you earn a course grade lower than C- in a specialty area, professional education, or content pedagogy course, you will be suspended from the Teacher Education Program until the course is repeated with a grade of C or better. This means that you will not be allowed to take courses with admission to the teacher education program as a prerequisite. When the problem is resolved, a request for reinstatement to the Teacher Education Program can be made. Intervention/Remediation The faculty, staff, and administration of the Teacher Education Program want you to do well, but from time to time, concerns related to a candidate s performance can arise. These concerns may be due to a low grade in a required course, a poor review in a field placement, low ratings on a disposition assessment, or when a professor recognizes a serious concern. In such cases, intervention/remediation may be required. It is the intent of the Teacher Education Program that every teacher candidate is given the opportunity to remediate behaviors or dispositions that do not align with those of effective educators and appropriate teaching standards. Remediation plans will be developed for students in need by a faculty committee as explained in Remediation Plans and Procedures. To see the remediation form used, please see Appendix M. Enrollment in the Professional Semester/Year The professional year is a two-semester sequence, which occurs during the senior year. The first semester of the professional year includes advanced methods courses, and related field experience requirements. Whenever possible, students are placed for pre-internship field experiences with the Clinical Teacher who will supervise their internship during the professional semester. Teacher candidates should attempt to schedule other classes to permit their spending a morning and/or afternoon block of time in the school to which they are assigned for any advanced field experience assignments. Enrollment in the professional semester is the culminating experience of the UNCP undergraduate Teacher Education Program. To be eligible for consideration by the Teacher Education Committee and approved for enrollment in the professional semester, each candidate must 1. Be formally admitted to the Teacher Education Program one full semester prior to the professional semester. 2. Have not more than six (6) hours remaining of degree requirements at the beginning of the professional semester, excluding those required in the professional semester. 3. The remaining hours shall not include professional studies core or content pedagogy courses. If the remaining hours include specialty area courses, the courses must be approved by the Program Coordinator and the Dean of the School of Education. 4. Upon approval by the Program Coordinator and the Dean of the School of Education, the 46

52 November 13 version remaining hours taken during the professional semester must be scheduled at the conclusion of the school day, online or during weekends. 5. Have an overall quality point average of 2.5 (on a 4.0 scale) or better as well as a 2.5 or better in the candidate s major field of study. Two semesters prior to the internship, each candidate must complete the professional semester enrollment packet, including but not limited to the following items: 1. The Application for the Professional Semester 2. Advisor s Recommendation for Professional Semester form signed by the candidate s advisor and program coordinator 3. North Carolina Public School Health Examination Certificate 4. Registrar s Statement and Application for Degree form 5. A resume 6. Family Educational Rights and Privacy Act (FERPA) form 7. Copy of health insurance card The professional semester enrollment packets are distributed by the Director of University-School Partnerships at scheduled meetings each semester. The dates, times, and locations of these meetings are announced on the School of Education (SOE) website, the SOE announcement board in the Education Center, and the SOE Blog. They are also available from the Office of University-School Partnerships. You should be alert for these announcements and attend a meeting during the second semester of your junior year. Candidates with disabilities who may require special accommodations during the professional semester should contact the Director of University-School Partnerships. Student internship placements are cooperatively arranged by the Director of University-School Partnerships and contact persons in the local school systems with which The University of North Carolina at Pembroke has written agreements. Prior to UNCP s forwarding placement requests to area systems, programs coordinators have the opportunity for input as to the grade level(s), school(s), and teacher(s) requested. Student interns may not be placed in a school which he/she attended, in which he/she has been employed, in which a relative is employed, or in which a relative is enrolled. Acceptance and Notification You will receive written notification from the Office of University-School Partnerships as to whether or not your enrollment application was approved by the Teacher Education Committee. You are not officially enrolled in the professional semester until such notification is made AND all University registration procedures are completed. If a teacher candidate's application for enrollment in the professional semester is not approved for any reason, the candidate is suspended from the Teacher Education Program. When the problem is resolved, the candidate may request to be reinstated. The process for appealing the decision of the Teacher Education Committee can be found later in this 47

53 November 13 version handbook. 48

54 November 13 version SECTION 7: TEACHER EDUCATION PROGRAM EXIT In addition to completing prescribed coursework, there are several other steps you must take to exit the UNCP Teacher Education Program. These steps are described in this section of the handbook. Application for Graduation You will need to apply for graduation. Applications, available in the Registrar s Office or online, must be submitted by the deadlines set by the Registrar. March 1st is the deadline for winter commencement; October 1st is the deadline for spring/summer commencement. Application for graduation is a University policy, separate from any Teacher Education Program policies and procedures. You will be asked to complete this step when you apply to enroll in the professional semester. Licensure Exams The NC State Board of Education requires all applicants for a teaching license 4 pass prescribed licensure tests. Generally, these tests assess the knowledge of specific subjects that educators will teach, as well as general and subject-specific teaching skills and knowledge, information typically acquired in a teacher education program. All teacher education candidates are encouraged to take the prescribed tests during the senior internship semester (while the information is still fresh and you are still in the studying mode). Elementary Education and Special Education licensure candidates must pass prescribed tests, and official copies of satisfactory test scores must be received by the UNCP Licensure Office, before licensure applications (described below) can be forwarded to the NC Department of Public Instruction. All Middle Grades, Secondary Grades, and K-12 Special Subjects (i.e., Art, ESL, HPE, Music, and Spanish) initial SP1 [Standard Professional 1] licensure applicants are required to: Take the North Carolina State Board of Education (SBE) approved licensure exam(s) for each initial licensure area at least once during the first year of teaching Pass the SBE approved licensure exam(s) for each initial licensure area in order to convert the initial SP1 to the SP2 [Standard Professional 2] license. All Elementary Education (K-6) initial SP1 licensure applicants are required to pass all of the following SBE approved licensure exams in order to qualify for licensure: Pearson Foundations of Reading Test for North Carolina Pearson General Curriculum Test for North Carolina Multi-subjects Subtest Mathematics Subtest 4 Currently, B-K teachers are not required to pass a prescribed licensure test except to be designated highly qualified. In this case, the Elementary Education tests are required. 49

55 November 13 version All Exceptional Children: General Curriculum (K-12) initial SP1 licensure applicants are required to: Pass Praxis II test Special Education: Core Knowledge and Mild to Moderate Applications prior to the license being issued Take all of the following tests at least once during the first year of teaching: Pearson Foundations of Reading Test for North Carolina Pearson General Curriculum Test for North Carolina Multi-subjects Subtest Mathematics Subtest Pass all of the following tests in order to convert the initial SP1 to the SP2 license: Pearson Foundations of Reading Test for North Carolina Pearson General Curriculum Test for North Carolina Multi-subjects Subtest Mathematics Subtest Additional information about these tests can be found at the following links. Praxis II Pearson Foundations for Reading and General Curriculum Tests for North Carolina You should have your test scores sent directly to UNCP and to the NC Department of Public Instruction by the testing company. Student copies are not acceptable. For Praxis II Specialty Area Exams, the code for UNCP is RA5534; the code for the NCDPI Teacher Licensure is R7846. Scores for the Pearson tests listed above will be sent directly to the student. The student will then have to provide an official score to the UNCP School of Education Licensure office. More information will be provided regarding this process as it becomes available from the North Carolina Department of Public Instruction Licensure Office. Licensure Application Procedures All professional employees of North Carolina public schools must hold a license for the subject or grade level they teach or for the professional assignment they hold. Upon completion of the Teacher Education Program, the application for licensure is made through the Licensure Office in the School of Education. At the conclusion of the senior internship (student teaching) semester, you will complete an Application for a North Carolina License (Form A). A check, money order, or credit card form payable to the North Carolina Department of Public Instruction is also required. Currently, the fee for the initial teaching license is $55. 50

56 November 13 version Upon receipt of this information, the UNCP Licensure Office will compile the required supporting documentation (the Certification of Teaching Capacity [CTC] form, which was completed by your university supervisor, your clinical teacher, and the principal [or designee] of the school in which you completed your student teaching, the Verification by Institution [Form V], and an official transcript) and forward your completed packet to the NC Department of Public Instruction Licensure Section for processing. Depending on the time of year, it may take 4-6 weeks for you to receive your actual teaching license from DPI. Teacher Education Program Exit Evaluation Part of the program exit process at the conclusion of the internship semester is your formal evaluation of the Teacher Education Program. The Teacher Education faculty, staff, and administrators need feedback from you about aspects of the program that need to be improved, as well as the strengths of the program. Your input is summarized, analyzed, and presented to the Teacher Education Committee. The Teacher Education Committee decides what action(s) to take in response to the suggestions you make for improvement. Changes in policy, procedure, and program are routinely made on the basis of suggestions from the teacher candidates who have completed the program. Forms and surveys related to the Exit Evaluation procedures are located in the UNCP Internship Handbook as well as in Taskstream. Students will access these documents primarily during the internship semester. 51

57 November 13 version SECTION 8: ADDITIONAL TEACHER EDUCATION PROGRAM POLICIES The Teacher Education Program policies related to admission to, continuation in, and exit from the program have been detailed in previous sections of this handbook. This section of the handbook details additional program policies. Be sure to read carefully the Due Process policy. Licensure-Only Individuals who already possess a baccalaureate degree from a regionally accredited college or university may enroll in the Teacher Education Program as licensure-only candidates. Licensure-only candidates who have an overall Quality Point Average (QPA) of 2.5 at the time the degree was awarded may request a Plan of Study (POS) that is developed based upon his/her educational background and intended licensure area. Official transcripts from each institution attended must accompany the request. Based upon review of the transcript(s) by the School of Education Licensure Office and the appropriate program coordinator, a Plan of Study is developed. Upon successful completion of the prescribed POS, the student may apply for licensure recommendation from The University of North Carolina at Pembroke. In determining requirements for licensure-only candidates, consideration will be given to alternative means of demonstrating the knowledge and competencies for licensure. Licensure-only students are subject to the same Teacher Education Program admission and continuation regulations as degree-seeking students. Additional information is available from the School of Education. Residency Requirements for Teacher Education Programs Undergraduate students enrolled in one of the licensure programs in teacher education at UNCP must complete a minimum of 30 semester hours (2 semesters) of course work at the University prior to enrollment in the Professional Semester. Time Limit Policy Students have five years from the date of completing course work toward licensure to be recommended by UNCP for initial licensure. After five years have lapsed, a student s program of study will be reviewed and additional course work may be required before a recommendation will be made for initial licensure. Transfer Credit for Professional Education Courses Upon the review and approval from the School of Education, up to nine (9) hours transfer credit may be granted for education courses. For each course for which transfer credit is sought, the student must furnish an official transcript from the institution at which the course was taken. Transfer credit will be accepted only from two- and four-year colleges and universities with teacher education programs approved by at 52

58 November 13 version least one of the following: (1) North Carolina State Board of Education; (2) National Council for the Accreditation of Teacher Education (NCATE); (3) Teacher Education Accreditation Council (TEAC); (4) Council for the Accreditation of Educator Preparation (CAEP) or (5) appropriate regional accrediting agencies, such as the Southern Association of Colleges and Schools. Due Process Procedures for Undergraduate Students Any student whose entrance to, continuation in, or exit from the Teacher Education Program is denied based on policies established by the Teacher Education Committee (TEC) has the right to appeal the denial. The Dean of the School of Education will notify the student of the denial and the policy upon which it is based. Within ten (10) working days of receipt of the denial, the student wishing to appeal should submit a written request for appeal to the Dean of the School of Education. The request should contain the reason(s) the student believes the denial should be reversed. If a request for appeal is not received within ten (10) working days, it will not be considered. Once the appeal is received, it will be forwarded to the chair of the Teacher Education Committee Hearing Appeals Board. The chair will schedule a meeting of the Hearing Appeals Board and notify the student of the date, time, and location of the meeting. The student will be provided the opportunity to appear before the Hearing Appeals Board to present his/her appeal. The chair of the Hearing Appeals Board will inform the Dean of the School of Education of the Board's decisions. The Dean of the School of Education will notify the student of the decision. If the student is not satisfied with the decision of the Hearing Appeals Boards, he/she may present his/her appeal to the TEC at its next regularly scheduled meeting. To appear before the TEC, the student must provide the Dean of the School of Education with a written request to do so within ten (10) working days of receipt of the decision of the Hearing Appeals Board. The decision of TEC will be final. The Appeals form can be found in Appendix N. It is also posted under Student Forms at the UNCP School of Education Website. Remediation plans may be developed to help students improve their ability to qualify for admission. Remediation plans will be developed for students in need by a faculty committee as explained in Remediation Plans and Procedures. To see the remediation form used, please see Appendix M. 53

59 November 13 version SECTION 9: SPECIALIZED PROGRAM RESOURCES As a student at UNCP you have access to a wide variety of academic and instructional resources. These are described in the UNCP Catalog and on the UNCP website. Three resources that you might find particularly useful as a teacher education candidate are highlighted in this section of the handbook. The McCrimmon Curriculum Laboratory The McCrimmon Curriculum Laboratory, located in room 137 the Educational Center, is an essential part of the Teacher Education Program. It contains professional and instructional materials supporting all licensure programs in the Teacher Education Program. The Laboratory has textbooks used in P - 12 schools with supporting technological resources, teaching units, the North Carolina Standard Course of Study, instructional media and equipment, professional journals, curriculum outlines, Praxis Core review materials, and equipment and resources for the construction of instructional materials. The Lab is open Monday Friday from 8:00 am 5:00 pm. School of Education (SOE) Blog Keep up with the latest news about the UNCP Teacher Education Programs by visiting the School of Education (SOE) blog. You can subscribe to the blog so that you receive notifications when new posts are added by entering your address as shown in the following. Teacher Education Job Fair Each semester, in coordination with the Career Services Center, the UNCP Teacher Education Program hosts a Teacher Education Job Fair to help you find a teaching position. Prospective employers (Local Education Agencies [LEAs] and charter schools) participate in this fair. Information on the specific date, time, and location of the Teacher Education Job Fair is shared with student teachers at the beginning of each semester. 54

60 November 13 version SECTION 10: SUPPORT AND ASSISTANCE The UNCP Teacher Education Program faculty, staff, and administrators want you to do well. If you have questions or need assistance, please, do not hesitate to ask. This section of the handbook highlights several resources through which you may receive support and assistance. It also contains information about whom to contact if you have specific questions related to the Teacher Education Program. Accessing Academic Accommodations UNC Pembroke is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on color, national origin, religion, sex, age, or disability. UNC Pembroke is committed to providing services for all students with disabilities in accordance with Sections 504 and 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act (ADA) of In post-secondary school settings, academic accommodations are not automatic; to receive accommodations, students must make a formal request and must supply documentation from a qualified professional to support that request. Students who believe they qualify must contact the Accessibility Resource Center (ARC) in DF Lowry Building, Room 107 or call to begin the accommodation process. All discussions remain confidential. Accommodations cannot be provided retroactively. More information for students about the services provided by ARC and the accommodation process may be found at the following link: University Writing Center As a teacher, it is important that you can communicate effectively in writing and speaking. If you need help with your writing skills, you should seek assistance through the University Writing Center. Located in the D.F. Lowry Building (Room 308), the University Writing Center staff works with UNCP students at any stage in the writing process, from brainstorming topics to drafting, revising, and editing. UNCP students from any course or department are welcome. Tutors work with students on all types of writing assignments. Students are welcome to use Writing Center computers to draft and revise their writing. The Center also supports writers in such tasks as accessing library databases, word processing, formatting, implementing various citation styles, creating presentations and research posters, and other aspects of academic communication. Praxis Core and Licensure Exam (Praxis II and Pearson) Support Passing scores on the standardized tests required for admission to a teacher education program (Praxis Core, SAT, or ACT) and for licensure (Praxis II or Pearson) are established by the NC State Board of Education. While there is no limit to the number of times you can take the tests, it is in your best interest to put forth your best effort on your first attempt. This is because having to retake the tests can become 55

61 November 13 version expensive and frustrating. Take the tests seriously. Find out all you can about them and take the time to work through the sample/ practice items. Attend a Praxis Core Information Session conducted by the UNCP Praxis Liaison. Check the School of Education blog for the dates, times, and locations for the information sessions. Also check the School of Education blog for the dates, times, and locations of other Praxis Core workshops that may be held during the academic year. Use Plato, a web-based tutorial, which can be accessed through the Curriculum Lab in room 137 of the Education Center. The Praxis Liaison can also help you access other online tutorial programs. During your senior internship (student teaching) semester participate in the Praxis II/Licensure Tests workshops sponsored by the UNCP Office of University-School Partnerships. These workshops, typically offered on a Saturday, are offered at no cost to UNCP teacher candidates and inservice teachers in the UNCP service region. 56

62 November 13 version If You Have Questions about... You should talk with... Contact information is provided in Appendix A. Accessing Accommodations for Field Experiences and/or Student Teaching Admissions Interview Applying for a Teaching License Applying for the Professional Semester (Student Teaching) Declaring/Changing Your Major Enrolling as a Licensure-only Candidate Field Experience Placements Field Experience Requirements Praxis Core Workshops Praxis P.L.U.S. Praxis II and other SBE mandated Licensure Tests Requirements Praxis II and other SBE mandated Licensure Tests Workshops Program Requirements Registering for the semester/planning your schedule Student Teaching (Internship) Taskstream Teacher Candidate Work Sample (TCWS) Dr. Bryan Winters Your advisor and/or your program coordinator Ms. Aku Opata Dr. Bryan Winters The program coordinator and/or the Registrar s Office Ms. Aku Opata Dr. Bryan Winters The instructor teaching the course with the field experience requirement Dr. Valjeaner Ford Ms. Melissa Edwards Your advisor and/or your program coordinator Dr. Bryan Winters Your advisor and/or your program coordinator Your advisor Dr. Bryan Winters Mrs. Mary Klinikowski Your program coordinator or university supervisor (during your internship) 57

63 November 13 version Appendix A: Contact Information 58

64 November 13 version CONTACT INFORMATION: SCHOOL OF EDUCATION Dr. Zoe Locklear Dean, School of Education Office: Education Center, Room 118 Phone: Dr. Alfred Bryant, Jr. Associate Dean, School of Education Office: Education Center, Room 112 Phone: Dr. Karen L. Stanley Special Assistant to the Dean Chair, Department of Elementary Education Office: Education Center, Room 114 Phone: Dr. Bryan K. Winters Director, University-School Partnerships Office: Education Center, Room 101-B Phone: Mrs. Mary Klinikowski Director, Teacher Education Assessment Ofice: Education Center, Room 113 Phone: Dr. Lisa Mitchell Director, Instructional Technology Office: Education Center, Room 319 Phone:

65 November 13 version Dr. Betty Wells Brown Chair, Department of Educational Specialties Office: Education Center, Room 315 Phone: Dr. Angela McDonald Chair, Department of Educational Leadership and Counseling Office: Education Center, Room 317 Phone: Dr. Tommy Thompson Chair, Department of Health, Physical Education and Recreation Office: Jones Health and Physical Education Center, Room 1103 Phone: Ms. Nuekie Aku Opata Licensure Officer Office: Education Center, Room 101-C Phone: Dr. Valjeaner Ford Praxis Liaison Office: Education Center, Room 101-G Phone: Ms. Amy Oxendine Office: Curriculum Lab, Education Center, Room 137 Phone: Mrs. Courtney Sampson Brayboy Executive Assistant to the Dean Office: Education Center, Room 117 Phone: Mrs. Audria Cummings Administrative Support Associate Office: Education Center, Room 111 Phone:

66 November 13 version Mrs. Nicky Bullard Administrative Support Associate, University School Partnerships Office: Education Center, Room 102 Phone: Ms. Michelle Locklear Administrative Support Associate, Licensure Office Office: Education Center, Room 101-A Phone:

67 November 13 version CONTACT INFORMATION: PROGRAM COORDINATORS Academically/ Intellectually Gifted (AIG) Add-On Mrs. Karen Granger Office: Education Center, Room 135 Phone: Art Education (K-12) Dr. Tulla Lightfoot Office: Locklear Hall, Room 212 Phone: Birth to Kindergarten (B-K) Preschool Add-on Dr. Irina Falls Office: Education Center, Room 334A Phone: Elementary Education (K-6) Mrs. Kelly Ficklin Office: Education Center, Room 318 Phone: English Education (9-12) Middle Grades (6-9) Language Arts English as a Second Language (ESL) Add-on Dr. Denise Feikema Office: Dial Humanities Building, Room 118 Phone: denise.feikema@uncp.edu Dr. Eun Hee Jeon Office: Dial Humanities Building, Room 260B Phone: eunhee.jeon@uncp.edu 62

68 November 13 version Health and Physical Education (K-12) Mathematics Education (9-12) Middle Grades (6-9) Mathematics Praxis PLUS Program Dr. Denny Scruton Office: Jones Health and Physical Education Center, Room 1191 Phone: Ms. Melissa R. Edwards Office: Oxendine Science Building, Room 1210 Phone: Music Education (K-12) Science Education (9-12) Middle Grades (6-9) Science Social Studies Education (9-12) Middle Grades (6-9) Social Studies Spanish Education (K-12) Special Education: General Curriculum (K-12) [Exceptional Children] Dr. Jose Rivera Office: Moore Hall, Room 136 Phone: Mrs. Mary Ash Office: Oxendine Science Building, Room 1311 Phone: Interim: Dr. Robert Brown Office: Dial Humanities Building, Room 212 Phone: Dr. Ana Cecilia Lara Office: Dial Humanities Building, Room 243 Phone: Dr. Marisa Scott Office: Education Center, Room 323 Phone:

69 November 13 version Appendix B: North Carolina Professional Teaching Standards 64

70 November 13 version In 2006, the North Carolina State Board of Education charged the North Carolina Professional Teaching Standards Commission to align the Core Standards for the Teaching Profession (1997) with its newly adopted mission. To this end, Commission members, 16 practicing educators from across the state, considered what teachers need to know and be able to do in 21st Century schools. The following standards were adopted by the North Carolina State Board of Education in June The North Carolina Professional Teaching Standards are the basis for teacher preparation, teacher evaluation, and professional development. Colleges and universities revisioned their programs to reflect the new standards; a new teacher evaluation instrument was created to reflect the new standards; and professional development was redesigned based on the new standards. NORTH CAROLINA PROFESSIONAL TEACHING STANDARDS COMMISSION MEMBERS Carolyn Williams, Commission Chair - Wake County David Corsetti, Commission Vice Chair - Wake County Dianne Jackson, Secretary-Treasurer - Chapel Hill/ Carrboro City Brian Freeman, Member at Large - Robeson County Diana Beasley - Hickory City Sheree Covey - Dare County Eddie Davis III - NCAE Felicia Eybl - Charlotte-Mecklenburg Jack Hoke - Alexander County Sarah Holden - Moore County Tammy Jordan - Bladen County Allison Ormond - Rockingham County Dr. Delores Parker - NC Community Colleges Dr. Donna Simmons - Gardner-Webb University Meg Turner - Buncombe County Ruth Wormald - Wake County Carolyn McKinney - Executive Director 65

71 November 13 version ~ A NEW VISION OF TEACHING ~ The different demands on 21st Century education dictate new roles for teachers in their classrooms and schools. The following defines what teachers need to know and do to be able to teach students in the 21st Century: Leadership among the staff and with the administration is shared in order to bring consensus and common, shared ownership of the vision and purpose of work of the school. Teachers are valued for the contributions they make to their classroom and the school. Teachers make the content they teach engaging, relevant, and meaningful to students lives. Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core content that is revised to include skills like critical thinking, problem solving, and information and communications technology (ICT) literacy. In their classrooms, teachers facilitate instruction encouraging all students to use 21st Century skills so they discover how to learn, innovate, collaborate, and communicate their ideas. The 21st Century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the core content areas. Subjects and related projects are integrated among disciplines and involve relationships with the home and community. Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding. Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow. Standard I: TEACHERS DEMONSTRATE LEADERSHIP Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st Century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners. Take responsibility for all students learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Establish a safe and orderly environment Empower students Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement 66

72 November 13 version plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels. Work collaboratively with all school personnel to create a professional learning community Analyze data Develop goals and strategies through the school improvement plan Assist in determining school budget and professional development Participate in hiring process Collaborate with colleagues to mentor and support teachers to improve effectiveness Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession. Strive to improve the profession Contribute to the establishment of positive working conditions Participate in decision-making structures Promote professional growth Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to improve the education of students. Advocate for positive change in policies and practices affecting student learning Participate in the implementation of initiatives to improve education Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, ( Demonstrate ethical principles Uphold the Code of Ethics and Standards for the Professional Conduct Standard II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible. Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student s development and personality. Teachers strive to understand how a student s culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction. 67

73 November 13 version Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate contributions. Recognize the influences on a child s development, personality, and performance Consider and incorporate different points of view Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive, appropriate relationships. Maintain high expectations for all students Appreciate differences and value contributions by building positive, appropriate relationships Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met. Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school and the home and community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students. Improve communication and collaboration between the school and the home and community Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community involvement Standard III: TEACHERS KNOW THE CONTENT THEY TEACH Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline. Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students natural curiosity into an interest in learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines. Know subject beyond the content they teach Direct students curiosity into an interest in learning 68

74 November 13 version Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its relevance to the subjects they teach. Know links between grade/subject and the North Carolina Standard Course of Study Relate content to other disciplines Promote global awareness and its relevance Teachers make instruction relevant to students. Teachers incorporate 21st Century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st Century content which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health awareness. Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility Demonstrate the relationship between the core content and 21st Century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness Standard IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students. Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be constantly monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural diversity and to individual learning needs. Collaborate with colleagues Use data for short and long range planning Engage students in the learning process Monitor and modify plans to enhance student learning Respond to cultural diversity and learning needs of students Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction. 69

75 November 13 version Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate. Know appropriate use Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate Teachers help students develop critical thinking and problem-solving skills. Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems. Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities. Teach the importance of cooperation and collaboration Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively. Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform. Instruction and demonstrate evidence of students 21st Century knowledge, skills, performance, and dispositions. Use multiple indicators, both formative and summative, to evaluate student progress Provide opportunities for self-assessment Use assessment systems to inform instruction and demonstrate evidence of students 21st Century knowledge, skills, performance, and dispositions 70

76 November 13 version Standard V: TEACHERS REFLECTION THEIR PRACTICE Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students. Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement Collect and analyze student performance data to improve effectiveness Teachers link professional growth to their professional goals. Teachers participate in continued, high quality professional development that reflects a global view of educational practices; includes 21st Century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth. Participate in continued, high quality professional development Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students. Actively investigate and consider new ideas that improve teaching and learning Adapt practice based on data 71

77 November 13 version Appendix C: Teacher Candidate Evaluation Rubric 72

78 November 13 version North Carolina Educator Evaluation System Teacher Candidate Evaluation Rubric 73

79 Teacher Candidate Evaluation Rubric The following rubric was developed to align with and reflect the North Carolina Professional Teaching Standards approved by the North Carolina State Board of Education on June 7, The rubric also parallels the North Carolina Inservice Teacher Evaluation Rubric that is used to assess the professional performance of inservice teachers throughout the state. However, the Teacher Candidate Evaluation Rubric has been adapted to reflect the specific contexts and opportunities available to teacher candidates throughout their programs, and to allow distinctions to be made across each of four levels of performance on the North Carolina Professional Teaching Standards. Preservice teacher (candidate) performance should be rated on each element within each Standard as characteristic of a practitioner at one of four levels: Emergent Candidate, Developing Candidate, Proficient Candidate or Accomplished Candidate. These levels are cumulative across the rows of the rubric in that a Proficient Candidate teacher must exhibit the characteristics encompassed under the Emergent Candidate and Developing Candidate levels in addition to those described at the Proficient Candidate level. To be recommended for licensure, a candidate must demonstrate professional performance at no less than the Proficient Candidate level on each element and on each standard. The Rubric 74

80 To be Rated Proficient 75

81 AND AND AND Observation Artifact Standard 1: Teachers demonstrate leadership 1a. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Acknowledges the importance of high school graduation for students. Identifies the types of data that are commonly available to and used in schools. Demonstrates how teachers contribute to students progress toward high school graduation by following the North Carolina Standard Course of Study. Uses data to identify the skills and abilities of students. Describes the characteristics and importance of a safe and orderly classroom environment. Understands positive management of student behavior, including strategies of conflict resolution and anger management, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate use of seclusion and restraint. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study. Draws on appropriate data to develop classroom and instructional plans. Maintains a safe and orderly classroom that facilitates student learning. Uses positive management of student behavior, including strategies of conflict resolution and anger management, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint. Takes responsibility for student progress toward high school graduation by aligning instruction and assessment with the North Carolina Standard Course of Study. Maintains or supports a classroom culture that empowers students to collaborate and become lifelong learners. Not Demonstrated (Comment Required) 76 Approved by the NC State Board of Education September 11, 2008

82 AND AND AND Observation Artifact AND AND AND Observation Artifact AND AND AND Observation Artifact 1b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes opportunities for involvement in professional learning activities. Attends professional learning activities. Engages in collaborative and collegial professional learning activities. Identifies the characteristics or critical elements of a school improvement plan. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan. Participates in professional learning community (PLC) activities. Works with others in developing and/or implementing school improvement activities. Not Demonstrated (Comment Required) 1c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working relationships in the school. They actively participate in and advocate for the decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes the responsibility of teachers for professional improvement and support. Recognizes the need and identifies opportunities for professional growth. Participates in professional development and growth activities. Begins to develop professional relationships and networks. Seeks additional opportunities for professional development and growth. Extends professional relationships and networks. Not Demonstrated (Comment Required) 1d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to improve the education of students. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Demonstrates awareness of school practices and policies. Identifies the policies and practices affecting students learning. Implements and adheres to policies and practices positively affecting students learning. Works with others to develop and/or revise policies and practices to improve students learning. Not Demonstrated (Comment Required) 77 Approved by the NC State Board of Education September 11, 2008

83 AND AND AND Observation Artifact AND AND AND Observation Artifact AND AND AND Observation Artifact 1e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998 ( Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Demonstrated (Comment Required) Recognizes the need for ethical professional behavior. Articulates the importance of ethical behavior as outlined in the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. Models the tenets of the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct, and encourages others to do the same. Standard 2: Teachers establish a respectful environment for a diverse population of students 2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers provide an environment for student learning that is inviting, respectful, supportive, inclusive, and flexible. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Demonstrated (Comment Required) Articulates the importance of appropriate and caring learning environments for children. Recognizes and can explain aspects of a respectful and effective learning environment. Maintains a positive and nurturing learning environment. Enhances an inviting, respectful, inclusive, flexible, and supportive learning environment. 2b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student s development and personality. Teachers strive to understand how a student s culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Acknowledges that diverse cultures impact the world. Identifies the range and aspects of diversity of students in the classroom. Displays knowledge of diverse cultures, their histories, and their roles in shaping global issues. Acknowledges the influence of all aspects of diversity on students development and attitudes. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures. Incorporates different points of view in instruction. Understands the influence of diversity and plans instruction accordingly. Consistently integrates culturally relevant and/or sensitive materials and ideas throughout the curriculum. Builds on diversity as an asset in the classroom. Not Demonstrated (Comment Required) 78 Approved by the NC State Board of Education September 11, 2008

84 AND AND AND Observation Artifact AND AND AND Observation Artifact AND AND AND Observation Artifact 2c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contribution of each student in the learning environment by building positive, appropriate relationships. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Articulates the need to treat students as individuals. Encourages and values individual student contributions, regardless of background or ability. Maintains a learning environment that conveys high expectations of every student. Enhances a learning environment that meets the needs of individual students. Not Demonstrated (Comment Required) 2d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes that students have individual learning needs. Understands resources and strategies that can provide assistance in meeting the special learning needs of individual students. Cooperates with specialists and uses resources to support the special learning needs of all students. Uses research-verified strategies to provide effective learning activities for students with special needs. Coordinates and collaborates with the full range of support specialists and resources to help meet the special needs of all students. Effectively engages special needs students in learning activities and ensures their unique learning needs are met. Not Demonstrated (Comment Required) 2e. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school, the home, and the community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes factors that can diminish or enhance involvement by parents, guardians, and the community in schools. Understands strategies for enhancing communication between home and school and for engaging parents, guardians, and community members in schools. Communicates and collaborates with the home and community for the benefit of students. Seeks and implements solutions to overcome obstacles to participation of families and communities. Not Demonstrated (Comment Required) 79 Approved by the NC State Board of Education September 11, 2008

85 AND AND AND Observation Artifact AND AND AND Observation Artifact Standard 3: Teachers know the content they teach 3a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Demonstrates awareness of the North Carolina Standard Course of Study. Understands the importance of literacy instruction across all subjects, grades and ages. Demonstrates knowledge of the North Carolina Standard Course of Study by referencing it in the preparation of lesson plans. Integrates literacy instruction in individual lessons and in particular subject areas. Develops and applies lessons based on the North Carolina Standard Course of Study. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students learning. Develops and applies strategies reflecting the North Carolina Standard Course of Study and standards developed by professional organizations to make the curriculum balanced, rigorous, and relevant. Evaluates and reflects upon the effectiveness of literacy instruction within and across content areas. Not Demonstrated (Comment Required) 3b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students natural curiosity into an interest in learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Demonstrated (Comment Required) Successfully completes general education coursework across the required range of disciplines. Demonstrates a basic level of content knowledge in the teaching specialty. Demonstrates an appropriate level of content knowledge in the teaching specialty. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity. Demonstrates extensive knowledge of content in the teaching specialty. Prompts students curiosity for learning beyond the required coursework. 80 Approved by the NC State Board of Education September 11, 2008

86 AND AND AND Observation Artifact AND AND AND Observation Artifact 3c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its relevance to subjects they teach. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes the importance of interdisciplinary learning. Understands the importance of global awareness for students. Articulates the links between grade/subject and the North Carolina Standard Course of Study. Displays global awareness. Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines. Relates global awareness to the subject. Integrates the links and the vertical alignment of the grade or subject area and the North Carolina Standard Course of Study. Effectively and broadly relates content to other disciplines. Integrates global awareness activities throughout lesson plans and classroom instructional practices. Not Demonstrated (Comment Required) 3d. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health awareness. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Demonstrated (Comment Required) Recognizes the relationship between the North Carolina Standard Course of Study and life in the 21st century. Identifies relationships between the North Carolina Standard Course of Study and life in the 21st century. Integrates 21st century skills and content in instruction. Consistently integrates 21st century skills and content throughout classroom instruction and assessment. Identifies 21 st century skills and content as specified in the Framework for 21 st Century Learning and Critical Elements for 21 st Century Skills. Demonstrates understanding of 21 st century skills and content as specified in the Framework for 21 st Century Learning and Critical Elements for 21 st Century Skills. 81 Approved by the NC State Board of Education September 11, 2008

87 AND AND AND Observation Artifact AND AND AND Observation Artifact AND AND AND Observation Artifact Standard 4: Teachers facilitate learning for their students 4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Understands the developmental levels of students. Demonstrates awareness of the influence of developmental levels on students learning. Identifies developmental levels of individual students and plans instruction accordingly. Appropriately differentiates instruction. Not Demonstrated (Comment Required) Demonstrates an understanding of methods for differentiating instruction to accommodate developmental differences in students. Assesses and uses resources needed to address strengths and weaknesses of students. 4b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes data sources important to planning instruction. Uses a variety of data for shortand long-range planning of instruction. Monitors and modifies instructional plans to enhance student learning. Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs. Works collaboratively with other school staff to develop or maintain a culturally and developmentally supportive school environment. Not Demonstrated (Comment Required) 4c. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Understands a range of methods and materials that can be applied in the classroom. Demonstrates awareness of the variety of methods and materials necessary to meet the needs of all students. Uses a variety of appropriate methods and materials to meet the needs of all students. Consistently enables the success of all students through the selection and use of appropriate methods and materials. Not Demonstrated (Comment Required) 82 Approved by the NC State Board of Education September 11, 2008

88 AND AND AND Observation Artifact AND AND AND Observation Artifact AND AND AND Observation Artifact 4d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Demonstrates knowledge of methods for utilizing technology in instruction. Assesses effective types of technology to use for instruction. Integrates technology with instruction to maximize students learning. Engages students in higher level thinking through the integration of technology. Not Demonstrated (Comment Required) 4e. Teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions; think creatively; develop and test innovative ideas; synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Demonstrates an understanding of the importance of developing students critical-thinking and problem-solving skills. Demonstrates knowledge of processes needed to support students in acquiring criticalthinking and problem-solving skills. Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving. Creates or maintains instruction that consistently engages students in the processes of critical thinking and problem solving in meaningful contexts. Not Demonstrated (Comment Required) 4f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes the need to encourage the development of cooperation, collaboration, and student leadership. Demonstrates awareness of multiple approaches or strategies for developing and supporting student learning teams. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership. Encourages students to create and manage learning teams. Not Demonstrated (Comment Required) 83 Approved by the NC State Board of Education September 11, 2008

89 AND AND AND Observation Artifact AND AND AND Observation Artifact 4g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Communicates effectively both orally and in writing. Recognizes a variety of methods for communicating effectively with students. Demonstrates the ability to communicate effectively with students. Provides opportunities for students to articulate thoughts and ideas. Uses a variety of methods to communicate effectively with all students. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively. Establishes classroom practices that encourage all students to develop effective communication skills. Not Demonstrated (Comment Required) 4h. Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students 21st century knowledge, skills, performance, and dispositions. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Demonstrated (Comment Required) Demonstrates awareness of multiple indicators or measures of student progress. Interprets data on student progress accurately and can draw appropriate conclusions. Uses multiple indicators, both formative and summative, to monitor and evaluate students progress and to inform instruction. Uses information gained from assessment activities to improve teaching practice and students learning. Provides evidence that students attain 21st century knowledge, skills and dispositions. Provides opportunities for students to assess themselves and others. 84 Approved by the NC State Board of Education September 11, 2008

90 AND AND AND Observation Artifact AND AND AND Observation Artifact AND AND AND Observation Artifact Standard 5: Teachers reflect on their practice 5a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: Why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Recognizes multiple sources of information on students learning and performance. Identifies data sources to improve students learning. Uses data to provide ideas about what can be done to improve students learning. Based upon data, selects or develops instructional approaches that are intentionally tailored to students learning needs. Not Demonstrated (Comment Required) 5b. Teachers link professional growth to their professional goals. Teachers participate in continued, high quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Not Demonstrated (Comment Required) Acknowledges the importance of ongoing professional development. Attends required or expected activities for professional growth. Participates in recommended activities for professional learning and development. Seeks out and engages in opportunities to expand professional knowledge and build professional skills. 5c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students. Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate Acknowledges the importance of using research-verified approaches to teaching and learning. Demonstrates knowledge of current research-verified approaches to teaching and learning. Uses a variety of research-verified approaches to improve teaching and learning. Investigates and implements innovative, research-verified approaches to improve teaching and learning. Not Demonstrated (Comment Required) 85 Approved by the NC State Board of Education September 11, 2008

91 Glossary of Terms Accomplished Candidate: The fourth of four performance levels used to rate a candidate s proficiency on elements of the standards. Reflects only those candidates who possess and demonstrate truly exemplary understanding, mastery, and consistent integration of relevant concepts and skills in their professional practice. Such candidates regularly engage in activities that intentionally and proactively encourage the professional growth of colleagues, continually evaluate their own performance, and actively seek ways to improve their performance. Artifact: A product used to demonstrate a teacher candidate s performance or proficiency. Code of Ethics for North Carolina Educators: The standards of professional conduct required of educators and adopted by the North Carolina State Board of Education, 6/5/97. Developing Candidate: The second of four performance levels used to rate a candidate s proficiency on elements of the standards. Reflects a candidate with the skills and knowledge of a student who has successfully completed some teacher education coursework. Such candidates have mastered important concepts and demonstrated the ability to apply these to concrete problems, but in contexts of limited complexity (e.g., case study analysis, simulations, early field experiences, etc.). Diversity: Differences in the characteristics of people, places or things (e.g., age, race, ethnicity, culture, gender, education, learning styles, religion, and any other ways in which differences occur). Electronic Evidence: The artifacts or other materials that are used by the institution to support licensure candidates performance ratings and that are accessible by the North Carolina State Board of Education for programmatic review. Emerging Candidate: The first of four performance levels used to rate a candidate s proficiency on elements of the standards. Reflects a candidate who is a new student to the field of education. Such candidates are engaged in their baccalaureate, and perhaps teacher education, coursework. However, the Emerging Candidate possesses only a limited or superficial knowledge and awareness of concepts associated with educational concepts. Evaluator: The person or persons designated by an institution as responsible for overseeing and completing the summative evaluation of licensure candidate s performance. Formative: Evaluation conducted during a program that produces information used primarily to make modifications and improvement; may be conducted as often as necessary. Literacy: (i) Age-appropriate knowledge (reading, writing, comprehension, skills) in any particular content area or field; (ii) ability to understand, communicate, and apply principles associated with 21 st Century Skills (e.g., financial, economic, business, and entrepreneurial literacy, civic literacy, information and media literacy, and ICT literacy). See Framework for 21 st Century Learning and Critical Elements for Creating 21 st Century Skills. 86 Approved by the NC State Board of Education September 11, 2008

92 North Carolina Standard Course of Study: The materials that establish competencies for each grade and high school course to ensure rigorous student academic performance standards that are uniform across the state. Where this document is referenced in this manual and in the rubric, other stateapproved standards (e.g., North Carolina Early Learning Standards, North Carolina Standards for Career and Vocational Technology, etc.) also apply. Performance Descriptor: Discrete statements of specific competency that collectively reflect a performance level in the rubric. Performance Element: A paragraph that describes in detail one constituent aspect of a performance standard. The rubric contains twenty-five performance elements. Performance Level: The label (e.g., Emergent Candidate, Developing Candidate, Proficient Candidate, and Accomplished Candidate) applied to each of four categories used to rate a teacher candidate s overall performance for a performance element in the rubric. Performance Standard: A statement reflecting a domain of professional practice against which educator performance is judged. The rubric contains five separate performance standards. Professional Learning Community (PLC): Describes a collegial group of administrators and school staff who are united in their commitment to student learning and who work in an environment characterized by mutual cooperation, personal growth, and a synergy of efforts. In PLCs, school and district administrators share power and authority by inviting staff input in decision making and by a sustained commitment to learning among staff about solutions to address students' needs. Proficient Candidate: The third of four performance levels used to rate a candidate s proficiency on elements of the standards. Reflects a candidate who has mastered important concepts and demonstrated the ability to apply these concepts consistently in real-world contexts (e.g., internships). Such candidates have the knowledge and skills to perform effectively. This is the minimum performance level required to be recommended for licensure. Rubric: The instrument comprised of standards, elements and descriptors used to evaluate preservice school executive performance against the North Carolina Professional Teaching Standards. Special needs: Students with diverse abilities and disabilities who are not achieving optimal education outcomes. This may include students with identified disabilities, students from culturally and linguistically diverse backgrounds, and students who are academically and intellectually gifted. Summative: Evaluation conducted at the end of a program that leads to a concluding judgment about performance. Works with others: Phrase used in some descriptors that indicates that a candidate has completed a task in collaboration with additional individuals such as a cooperating teacher and/or program advisor. 87 Approved by the NC State Board of Education September 11, 2008

93 Appendix D: Code of Ethics for North Carolina Educators 88

94 Code of Ethics for North Carolina Educators Code of Ethics for North Carolina Educators SBE Policy TCP-C-014 ~ Adopted by the State Board of Education June 5, 1997 Preamble: The purpose of this Code of Ethics is to define standards of professional conduct. The responsibility to teach and the freedom to learn, and the guarantee of equal opportunity for all are essential to the achievement of these principles. The professional educator acknowledges the worth and dignity of every person and demonstrates the pursuit of truth and devotion to excellence, acquires knowledge, and nurtures democratic citizenship. The educator exemplifies a commitment to the teaching and learning processes with accountability to the students, maintains professional growth, exercises professional judgment, and personifies integrity. The educator strives to maintain the respect and confidence of colleagues, students, parents and legal guardians, and the community, and to serve as an appropriate role model. To uphold these commitments, the educator: I. Commitment to the Student. A. Protects students from conditions within the educator s control that circumvent learning or are detrimental to the health and safety of students. B. Maintains an appropriate relationship with students in all settings; does not encourage, solicit, or engage in a sexual or romantic relationship with students, nor touch a student in an inappropriate way for personal gratification, with intent to harm, or out of anger. C. Evaluates students and assigns grades based upon the students demonstrated competencies and performance. D. Disciplines students justly and fairly and does not deliberately embarrass or humiliate them. E. Holds in confidence information learned in professional practice except for professional reasons or in compliance with pertinent regulations or statutes. F. Refuses to accept significant gifts, favors, or additional compensation that might influence or appear to influence professional decisions or actions. II. Commitment to the School and School System A. Utilizes available resources to provide a classroom climate conducive to learning and to promote learning to the maximum possible extent. B. Acknowledges the diverse views of students, parents and legal guardians, and colleagues as they work collaboratively to shape educational goals, policies, and decisions; does not proselytize for personal viewpoints that are outside the scope of professional practice. C. Signs a contract in good faith and does not abandon contracted professional duties without a substantive reason. D. Participates actively in professional decision-making processes and supports the expression of professional opinions and judgments by colleagues in decision-making processes or due process proceedings. 89

95 E. When acting in an administrative capacity: 1. Acts fairly, consistently, and prudently in the exercise of authority with colleagues, subordinates, students, and parents and legal guardians. 2. Evaluates the work of other educators using appropriate procedures and established statutes and regulations. 3. Protects the rights of others in the educational setting, and does not retaliate, coerce, or intentionally intimidate others in the exercise of rights protected by law. 4. Recommend persons for employment, promotion, or transfer according to their professional qualifications, the needs and policies of the LEA, and according to the law. III. Commitment to the Profession A. Provides accurate credentials and information regarding licensure or employment and does not knowingly assist others in providing untruthful information. B. Takes action to remedy an observed violation of the Code of Ethics for North Carolina Educators and promotes understanding of the principles of professional ethics. C. Pursues growth and development in the practice of the profession and uses that knowledge in improving the educational opportunities, experiences, and performance of students and colleagues. 90

96 NC Administrative Code: 16 NCAC 6C.0601; 16 NCAC 6C.0602 Section.0600 Code of Professional Practice and Conduct for North Carolina Educators 16 NCAC 6C.0601 THE PURPOSE AND APPLICABILITY OF THE RULES OF PROFESSIONAL CONDUCT FOR EDUCATORS The purpose of these rules is to establish and uphold uniform standards of professional conduct for licensed professional educators throughout the State. These rules shall be binding on every person licensed by the SBE, hereinafter referred to as "educator" or "professional educator," and the possible consequences of any willful breach shall include license suspension or revocation. The prohibition of certain conduct in these rules shall not be interpreted as approval of conduct not specifically cited. History Note: Authority G.S. 115C Eff. April 1, NCAC 6C.0602 THE STANDARDS OF PROFESSIONAL CONDUCT FOR NC EDUCATORS (a) The standards listed in this Section shall be generally accepted for the education profession and shall be the basis for State Board review of performance of professional educators. These standards shall establish mandatory prohibitions and requirements for educators. Violation of these standards shall subject an educator to investigation and disciplinary action by the SBE or LEA. (b) Professional educators shall adhere to the standards of professional conduct contained in this Rule. Any intentional act or omission that violates these standards is prohibited. (1) Generally recognized professional standards. The educator shall practice the professional standards of federal, state, and local governing bodies. (2) Personal conduct. The educator shall serve as a positive role model for students, parents, and the community. Because the educator is entrusted with the care and education of small children and adolescents, the educator shall demonstrate a high standard of personal character and conduct. (3) Honesty. The educator shall not engage in conduct involving dishonesty, fraud, deceit, or misrepresentation in the performance of professional duties including the following: (A) statement of professional qualifications; (B) application or recommendation for professional employment, promotion, or licensure; (C) application or recommendation for college or university admission, scholarship, grant, academic award, or similar benefit; (D) representation of completion of college or staff development credit; (E) evaluation or grading of students or personnel; (F) submission of financial or program compliance reports submitted to state, federal, or other governmental agencies; (G) submission of information in the course of an official inquiry by the employing LEA or the SBE related to facts of unprofessional conduct, provided, however, that an educator 91

97 shall be given adequate notice of the allegations and may be represented by legal counsel; and (H) submission of information in the course of an investigation by a law enforcement agency, child protective services, or any other agency with the right to investigate, regarding school-related criminal activity; provided, however, that an educator shall be entitled to decline to give evidence to law enforcement if such evidence may tend to incriminate the educator as that term is defined by the Fifth Amendment to the U.S. Constitution. (4) Proper remunerative conduct. The educator shall not solicit current students or parents of students to purchase equipment, supplies, or services from the educator in a private remunerative capacity. An educator shall not tutor for remuneration students currently assigned to the educator's classes, unless approved by the local superintendent. An educator shall not accept any compensation, benefit, or thing of value other than the educator's regular compensation for the performance of any service that the educator is required to render in the course and scope of the educator's employment. This Rule shall not restrict performance of any overtime or supplemental services at the request of the LEA; nor shall it apply to or restrict the acceptance of gifts or tokens of minimal value offered and accepted openly from students, parents, or other persons in recognition or appreciation of service. (5) Conduct with students. The educator shall treat all students with respect. The educator shall not commit any abusive act or sexual exploitation with, to, or in the presence of a student, whether or not that student is or has been under the care or supervision of that educator, as defined below: (A) any use of language that is considered profane, vulgar, or demeaning; (B) any sexual act; (C) any solicitation of a sexual act, whether written, verbal, or physical; (D) any act of child abuse, as defined by law; (E) any act of sexual harassment, as defined by law; and (F) any intentional solicitation, encouragement, or consummation of a romantic or physical relationship with a student, or any sexual contact with a student. The term "romantic relationship" shall include dating any student. (6) Confidential information. The educator shall keep in confidence personally identifiable information regarding students or their family members that has been obtained in the course of professional service, unless disclosure is required or permitted by law or professional standards, or is necessary for the personal safety of the student or others. (7) Rights of others. The educator shall not willfully or maliciously violate the constitutional or civil rights of a student, parent/legal guardian, or colleague. (8) Required reports. The educator shall make all reports required by Chapter 115C of the North Carolina General Statutes. (9) Alcohol or controlled substance abuse. The educator shall not: 1. be under the influence of, possess, use, or consume on school premises or at a schoolsponsored activity a controlled substance as defined by N.C. Gen. Stat , the Controlled Substances Act, without a prescription authorizing such use; 92

98 2. be under the influence of, possess, use, or consume an alcoholic beverage or a controlled substance on school premises or at a school-sponsored activity involving students; or 3. furnish alcohol or a controlled substance to any student except as indicated in the professional duties of administering legally prescribed medications. (10) Compliance with criminal laws. The educator shall not commit any act referred to in G.S. 115C-332 and any felony under the laws of the Unite States or of any state. (11) Public funds and property. The educator shall not misuse public funds or property, funds of a school-related organization, or colleague's funds. The educator shall account for funds collected from students, colleagues, or parents/legal guardians. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (12) Scope of professional practice. The educator shall not perform any act as an employee in a position for which licensure is required by the rules of the SBE or by Chapter 115C or the North Carolina General Statutes during any period in which the educator's license has been suspended or revoked. (13) Conduct related to ethical violations. The educator shall not directly or indirectly use or threaten to use any official authority or influence in any manner that tends to discourage, restrain, interfere with, coerce, or discriminate against any subordinate or any licensee who in good faith reports, discloses, divulges, or otherwise brings to the attention of an LEA, the SBE, or any other public agency authorized to take remedial action, any facts or information relative to actual or suspected violation of any law regulating the duties of persons serving in the public school system, including but not limited to these Rules. History Note: Authority G.S. 115C Eff. May 1,

99 Appendix E: Program Goals 94

100 ACADEMICALLY/INTELLECTUALLY GIFTED (AIG) EDUCATION (Add-on) Mrs. Karen Granger, Coordinator PROGRAM GOALS AND OBJECTIVES This program is designed to lead to North Carolina add-on licensure in Education of the Academically/ Intellectually Gifted (AIG), K-12. This add-on licensure program requires 12 semester hours of study beyond licensure in an academic content area or grade level. The required courses for the AIG Licensure program at UNCP will be taught as fully online class sessions. Upon completion of the program, students can add this area to either the Standard Professional I or Standard Professional II license. A valid North Carolina teaching license and a Plan of Study from the School of Education are required. 95

101 ART EDUCATION (K-12) Dr. Tulla Lightfoot, Coordinator PROGRAM GOALS AND OBJECTIVES One goal of the Art Education program is to help prospective art educators develop art insight and technical competence in their chosen area of study as well as groundwork for special interests and needs. Prospective art educators must also demonstrate professional awareness and communication skills concerning their discipline. They must be proficient as art instructors at all grade levels and have a philosophical basis for planning and implementing curricula in a pluralistic society. Students must be able to evaluate art products and procedures and defend their evaluations. More specifically, prospective art educators will: 1. attain a high level of visual literacy of history, criticism, aesthetics and production of art throughout their endeavors of art (art education), beginning to carry out the integration of these four disciplines through the activities of inquiry, production, observation and practice; 2. become familiar with traditional and contemporary art education movements, theories, and issues, demonstrating knowledge of the fundamental principles and the language of art as part of their art theory instruction; 3. possess a comprehensive and integrated understanding of the visual arts, crafts, and art history; 4. be knowledgeable about the various techniques, materials, and studio procedures of art production and be able to translate those processes into sequentially based curricula for diverse learners; 5. gain knowledge, in the classroom and during field experiences, of the structure, procedures, and processes found in schools as related to the special area of art education; 6. know and understand the developmental stages (both cognitive and affective domains) and be able to structure lessons that are developmentally appropriate; and 7. take an active role in instructional planning, presentation, the uses of instructional technology, and assessment, taking into consideration the diversity of the population. 96

102 BIRTH-KINDERGARTEN EDUCATION (B-K) Dr. Irina Falls, Coordinator PROGRAM GOALS AND OBJECTIVES The goal of the Birth-Kindergarten program is to prepare preservice and inservice Birth-Kindergarten professionals with the knowledge, skills, and dispositions needed to effectively serve infants, toddlers, preschoolers, and their families in diverse settings. Our program is based on the following six standards as established by the North Carolina Department of Public Instruction. The successful Birth-Kindergarten professional will: 1. have a comprehensive knowledge of typical as well as atypical patterns of child development; 2. foster relationships with families that support children s development and learning; 3. build community partnerships in support of children and families; 4. use authentic, ongoing assessment of children s abilities in order to plan, implement, and evaluate programs that build upon each child s unique strengths; 5. create and adapt environments and intentionally plan and implement an integrated curriculum that facilitates every child s construction of knowledge and provides a strong foundation of lifelong learning; 6. provide an integrated curriculum derived from Infant-Toddler Guidelines, Foundations for Early Learning, and the Kindergarten Standard Course of Study which includes the following areas: emotional/social development, physical development, health, nutrition, and safety; and cognitive development. PRESCHOOL ADD-ON LICENSURE Preschool Add-on licensure is available to individuals holding a clear license in Elementary Education, Family and Consumer Sciences, or Special Education. Plans of study, approximately hours of coursework, are tailored to meet the needs of individuals with licensure in each of the three areas of study. Consult the School of Education Licensure Office for further details. 97

103 ELEMENTARY EDUCATION (K-6) PROGRAM GOALS AND OBJECTIVES Mrs. Kelly Ficklin, Coordinator The goal of the Elementary Education program is to guide the professional development of teacher candidates who are morally and ethically committed to the learning, development, and well-being of all elementary children and who possess the knowledge, skills, and dispositions needed to guide the cognitive, social, emotional, and physical development of diverse learners in ways that inspire, engage, and affirm. The objectives of the program are: 1. to develop a broad, informed worldview sensitive to the values and perspectives of diverse peoples; 2. to acquire the key concepts and tools of inquiry in the science disciplines, the literary disciplines, the social studies disciplines, the physical education and health disciplines, and the arts disciplines; 3. to acquire knowledge of the theories and principles of human growth and development; 4. to understand the major determinants of curriculum in the elementary schools, including the Common Core State Standards and the North Carolina Essential Standards; 5. to know how to plan instruction and employ a variety of instructional strategies including technology to meet the needs of diverse learners; 6. to understand the role of assessment in cycles of teaching and learning and to develop the disposition to reflect critically and integrate knowledge and experience into a coherent conceptual framework. 98

104 ENGLISH EDUCATION (9-12) EDUCATION PROGRAM GOALS AND OBJECTIVES Dr. Denise Feikema, Coordinator The goals of the UNCP English licensure program are that students will increase their knowledge of and competence in the language arts and will be prepared to become effective teachers in the English classroom and to function as contributing English professionals. The objectives of the program are that students will: 1. understand such areas of the English language as historical and developmental perspectives, grammar systems, and dialects/levels of usage; 2. read and respond in various ways to works of American, British, and world literature, including literature by women, minorities, and non-western writers; 3. become acquainted with traditional and contemporary literature appropriate for adolescents and become aware of ways to encourage a variety of reader response to such literature; 4. experience and study both the writing process and written products for diverse purposes and audiences, completing a variety of writing tasks and studying pedagogical techniques appropriate to working with diverse learners; 5. be exposed to materials and methods for teaching reading, writing, speaking, listening, and viewing; 6. practice instructional planning, presentation, and assessment in the field of English, understanding the necessity of critical reflection in the entire instructional process; 7. learn how to use diversity of learners, technology, and community resources as strengths in the English classroom; and 8. gain a sense of professionalism through exposure to positive pedagogical models in their course work, through structured, monitored early field experiences, and through an extended supervised student teaching experience. 99

105 ENGLISH as a SECOND LANGUAGE EDUCATION (Add-on) PROGRAM GOALS AND OBJECTIVES Dr. Eun Hee Jeon, Coordinator Students can take the 6 courses (18 hours) in the program for either undergraduate or graduate credit and, upon completion of the program, can add on to either the Standard Professional I or Standard Professional II license at the A or M level (depending on the level of courses taken). All courses will be offered in the late afternoon or evening, and the program can be completed within two years. 100

106 HEALTH AND PHYSICAL EDUCATION (K-12) Dr. Denny Scruton, Coordinator PROGRAM GOALS AND OBJECTIVES The goal of the Health and Physical Education program is to enable the prospective health and physical educator to acquire knowledge of the processes underlying wellness, fitness, health, exercise, and recreation in relationship to educating the physical, mental, and social human. More specifically, the student will: 1. learn teaching strategies, curriculum planning, evaluation approaches, and research methods; 2. learn how to meet the individual learning needs of diverse learners, typical or atypical; 3. learn how to adapt the health and physical education program to the academic, social, and physical developmental needs of diverse K-12 learners; 4. learn the professional literature and how to research that literature; 5. develop affiliations with various professional communities at the local, state, and/or national levels; 6. learn how to select and evaluate curricular materials, select appropriate instructional methods, and use equipment appropriate for different levels and types of health and physical education instruction. 101

107 MATHEMATICS EDUCATION (9-12) PROGRAM GOALS AND OBJECTIVES Ms. Melissa Edwards, Coordinator The Mathematics Education program recognizes that teaching mathematics is a complex endeavor. Preservice teachers of mathematics need to be involved in developing their knowledge, skills, understandings, and dispositions to teach mathematics to diverse learners. The goal of the Mathematics Education program is to prepare effective and professional mathematics teachers who are ready to make positive contributions to the mathematical development of middle and high school students in diverse settings. To accomplish this goal, the Mathematics Education program will: 1. provide students with a solid foundation and understanding of mathematics. 2. enable students to appreciate both the aesthetic and practical aspects of mathematics. 3. provide experiences that will help students see that they will need to have a variety of teaching and learning strategies available at all times. 4. provide students with current theories regarding the psychological development of the learner and an understanding of human dynamics found in the home, the school, and the community. 5. demonstrate methods of evaluating student learning, textbooks, the curriculum, educational techniques, and the educational process as a whole. 6. prepare students to deal with a diverse population that has a broad spectrum of needs, aspirations, and expectations for themselves and others. 7. provide a consideration of societal needs that are satisfied by applications of and careers based on mathematics and technology. 8. stress the importance to a teaching professional of keeping abreast of current trends in mathematics education through the reading of professional journals and participation in mathematics workshops, institutes, conferences, professional meeting and in-service programs. 102

108 MIDDLE GRADES EDUCATION (6-9) Language Arts PROGRAM GOALS AND OBJECTIVES Dr. Denise Feikema, Coordinator The goals of the UNCP English licensure program are that students will increase their knowledge of and competence in the language arts and will be prepared to become effective teachers in the English classroom and to function as contributing English professionals. The objectives of the program are that students will: 1. understand such areas of the English language as historical and developmental perspectives, grammar systems, and dialects/levels of usage; 2. read and respond in various ways to works of American, British, and world literature, including literature by women, minorities, and non-western writers; 3. become acquainted with traditional and contemporary literature appropriate for adolescents and become aware of ways to encourage a variety of reader response to such literature; 4. experience and study both the writing process and written products for diverse purposes and audiences, completing a variety of writing tasks and studying pedagogical techniques appropriate to working with diverse learners; 5. be exposed to materials and methods for teaching reading, writing, speaking, listening, and viewing; 6. practice instructional planning, presentation, and assessment in the field of English, understanding the necessity of critical reflection in the entire instructional process; 7. learn how to use diversity of learners, technology, and community resources as strengths in the English classroom; and 8. gain a sense of professionalism through exposure to positive pedagogical models in their course work, through structured, monitored early field experiences, and through an extended supervised student teaching experience. 103

109 MIDDLE GRADES EDUCATION (6-9) Mathematics PROGRAM GOALS AND OBJECTIVES Ms. Melissa Edwards, Coordinator The Mathematics Education program recognizes that teaching mathematics is a complex endeavor. Preservice teachers of mathematics need to be involved in developing their knowledge, skills, understandings, and dispositions to teach mathematics to diverse learners. The goal of the Mathematics Education program is to prepare effective and professional mathematics teachers who are ready to make positive contributions to the mathematical development of middle and high school students in diverse settings. To accomplish this goal, the Mathematics Education program will: 1. provide students with a solid foundation and understanding of mathematics. 2. enable students to appreciate both the aesthetic and practical aspects of mathematics. 3. provide experiences that will help students see that they will need to have a variety of teaching and learning strategies available at all times. 4. provide students with current theories regarding the psychological development of the learner and an understanding of human dynamics found in the home, the school, and the community. 5. demonstrate methods of evaluating student learning, textbooks, the curriculum, educational techniques, and the educational process as a whole. 6. prepare students to deal with a diverse population that has a broad spectrum of needs, aspirations, and expectations for themselves and others. 7. provide a consideration of societal needs that are satisfied by applications of and careers based on mathematics and technology. 8. stress the importance to a teaching professional of keeping abreast of current trends in mathematics education through the reading of professional journals and participation in mathematics workshops, institutes, conferences, professional meeting and in-service programs. 104

110 MIDDLE GRADES EDUCATION (6-9) Science PROGRAM GOALS AND OBJECTIVES Ms. Mary Ash, Coordinator The goal of the Science Education program is to prepare competent science teachers committed to the development of scientific literacy in diverse secondary school learners. The program helps the prospective science educator integrate the knowledge bases underlying the curricular areas of science into an internal framework of their own through collaboration with peers, university faculty, and public school partners. The prospective science teacher should possess the following characteristics: 1. an understanding of unifying concepts of science and how this knowledge will enable students to deal with personal and social problems intelligently; 2. an understanding of the nature of science and the historical development of scientific thought; 3. an understanding of the interrelationships between science, mathematics, technology, and society; 4. an understanding of how science contributes to the personal development of diverse individuals; 5. an understanding of developmentally appropriate instructional methods and curriculum of science, to include inquiry-based instruction, assessment techniques, and the integration of technology; 6. the communication skills necessary for effective teaching, as well as, the skills necessary for effective classroom management; 7. an understanding of the role of research in science education; 8. an awareness of the importance of incorporating best practices into science classrooms through lifelong professional development; 9. an awareness of the safety precautions specific to classroom, stockroom, laboratories, and other areas used for science instruction. 10. the ability to collaborate with colleagues, families, and community members to improve science instruction for all students. 105

111 MIDDLE GRADES EDUCATION (6-9) Social Studies PROGRAM GOALS AND OBJECTIVES Dr. Jeffrey Lucas, Coordinator The goal of the Social Studies Education program is to educate effective, professional social studies teachers who have a solid foundation in the liberal arts; an academic major in history and a strong concentration in the social sciences; and the skills and attitudes essential for preparing middle grades and secondary school students for responsible citizenship in a multicultural, democratic society and an interdependent world. Teaching social studies, which includes the entirety of human experience, requires that students: 1. know the major periods of United States, North Carolina, World, European, African, Asian, and Latin American history and identify the basic political, social, economic, cultural, and geographical themes of each period; 2. recognize the influence of each civilization upon the world and acknowledge the European heritage of significant United States institutions; 3. situate significant current events within an historical framework and recognize their interrelatedness; 4. understand the nature, content, and concepts of the social science disciplines (Anthropology, Economics, Geography, Political Science, and Sociology) and apply social science concepts to the study of individuals, societies, and institutions; 5. develop constructive attitudes toward diversity, pluralism, change, conflict, and uncertainty; 6. understand the historical and contemporary place of Social Studies in public education, with particular attention to the current North Carolina Social Studies curriculum, and become familiar with recent trends and their significance for social studies educators; 7. formulate appropriate objectives and utilize a variety of effective instructional strategies, resources, and assessment techniques which are designed to develop the skills of inquiry, decision-making, problem solving, and critical thinking; 8. develop classroom management skills consistent with current professional standards, respect for all individuals, fairness, and a positive classroom climate; 9. exhibit a working knowledge of instructional technology and the ability to integrate appropriate Computer Based Instructional resources and strategies into social studies instruction; 10. complete a sequenced program of field experiences and professional activities that develop a respect for the profession, a sense of individual competence, and an appreciation for continual reflective practice, collaboration, and professional development. 106

112 MUSIC EDUCATION (K-12) PROGRAM GOALS AND OBJECTIVES Dr. Jose Rivera, Coordinator The goal of the Music Education program is to provide comprehensive training for teachers of vocal and instrumental music. These students will have a solid foundation in the liberal arts and musical experiences which will develop their cultural sensitivity while providing programs and concerts to enrich the cultural life of the university and the community. Specifically, students majoring in Music Education will: 1. a) demonstrate a mastery of performance skills in at least one major medium, b) have an adequate level of keyboard proficiency, c) participate in both large and small ensembles, and d) acquire suitable conducting and rehearsal skills; 2. demonstrate both aural and analytical skill encompassing an understanding of the basic elements of music, its forms, processes, and structures as well as the ability to place music into its proper historical, cultural, and stylistic context; 3. demonstrate the ability to create (compose and improvise) derivative or original music; 4. demonstrate knowledge of music history and literature of both Western and non-western origin; 5. demonstrate a knowledge of current music technology; 6. demonstrate a thorough knowledge of the North Carolina Standard Course of Study (K-12); 7. demonstrate the ability to a) use comprehensive assessment, b) create and foster dynamic learning environments, c) use diversity as a strength in the classroom, d) model attitudes and behaviors that reflect professional and ethical standards, e) interact effectively with others in the school, the community, and beyond, and f ) advocate for quality music programs; and 8. demonstrate a) the ability to work independently, b) the ability to formulate and defend value judgments about music, and c) an understanding of the interrelationships and interdependencies among the various professions and activities that constitute the music enterprise. 107

113 SCIENCE EDUCATION (9-12) PROGRAM GOALS AND OBJECTIVES Mrs. Mary Ash, Coordinator The goal of the Science Education program is to prepare competent science teachers committed to the development of scientific literacy in diverse secondary school learners. The program helps the prospective science educator integrate the knowledge bases underlying the curricular areas of science into an internal framework of their own through collaboration with peers, university faculty, and public school partners. The prospective science teacher should possess the following characteristics: 1. an understanding of unifying concepts of science and how this knowledge will enable students to deal with personal and social problems intelligently; 2. an understanding of the nature of science and the historical development of scientific thought; 3. an understanding of the interrelationships between science, mathematics, technology, and society; 4. an understanding of how science contributes to the personal development of diverse individuals; 5. an understanding of developmentally appropriate instructional methods and curriculum of science, to include inquiry-based instruction, assessment techniques, and the integration of technology; 6. the communication skills necessary for effective teaching, as well as, the skills necessary for effective classroom management; 7. an understanding of the role of research in science education; 8. an awareness of the importance of incorporating best practices into science classrooms through lifelong professional development; 9. an awareness of the safety precautions specific to classroom, stockroom, laboratories, and other areas used for science instruction. 10. the ability to collaborate with colleagues, families, and community members to improve science instruction for all students. 108

114 SOCIAL STUDIES EDUCATION (9-12) PROGRAM GOALS AND OBJECTIVES Dr. Jeffrey Lucas, Coordinator The goal of the Social Studies Education program is to educate effective, professional social studies teachers who have a solid foundation in the liberal arts; an academic major in history and a strong concentration in the social sciences; and the skills and attitudes essential for preparing middle grades and secondary school students for responsible citizenship in a multicultural, democratic society and an interdependent world. Teaching social studies, which includes the entirety of human experience, requires that students: 1. know the major periods of United States, North Carolina, World, European, African, Asian, and Latin American history and identify the basic political, social, economic, cultural, and geographical themes of each period; 2. recognize the influence of each civilization upon the world and acknowledge the European heritage of significant United States institutions; 3. situate significant current events within an historical framework and recognize their interrelatedness; 4. understand the nature, content, and concepts of the social science disciplines (Anthropology, Economics, Geography, Political Science, and Sociology) and apply social science concepts to the study of individuals, societies, and institutions; 5. develop constructive attitudes toward diversity, pluralism, change, conflict, and uncertainty; 6. understand the historical and contemporary place of Social Studies in public education, with particular attention to the current North Carolina Social Studies curriculum, and become familiar with recent trends and their significance for social studies educators; 7. formulate appropriate objectives and utilize a variety of effective instructional strategies, resources, and assessment techniques which are designed to develop the skills of inquiry, decision-making, problem solving, and critical thinking; 8. develop classroom management skills consistent with current professional standards, respect for all individuals, fairness, and a positive classroom climate; 9. exhibit a working knowledge of instructional technology and the ability to integrate appropriate Computer Based Instructional resources and strategies into social studies instruction; 10. complete a sequenced program of field experiences and professional activities that develop a respect for the profession, a sense of individual competence, and an appreciation for continual reflective practice, collaboration, and professional development. 109

115 SPANISH EDUCATION (K-12) PROGRAM GOALS AND OBJECTIVES Ms. Ana Cecilia Lara, Coordinator The B.A. in Spanish with Teacher Licensure program is designed to meet the following objectives. 1. Students who complete a major in Spanish will acquire A broad, balanced, and practical knowledge and understanding of Spanish language through the four skills of reading, writing, speaking, and listening and through advanced grammar, composition, and conversation; A comprehensive knowledge of Peninsular and Spanish-American literature, culture, and civilization. 2. Students who complete a major in Spanish will acquire the ability and skills to Demonstrate near fluency or fluency in reading, writing, speaking, and comprehending Spanish; Converse in everyday situations and also use professional language; Write effectively in a clear, standard Spanish about a variety of topics; Listen to, understand, and identify varieties of Spanish spoken in the Hispanic world; Read and comprehend a variety of texts. 3. Students who complete a major in Spanish will develop appropriate dispositions to Participate in entry-level positions requiring knowledge of the Spanish language; Enroll in and complete graduate school successfully; Work with the Hispanic community throughout their productive lives; Have an enhanced appreciation for all aspects of Spanish, including historical and contemporary issues; Have an enhanced appreciation for people of Hispanic backgrounds; Recognize the importance of formal language study for use and more effective competition in the global marketplace, whether in schools, in medical and social services, or in corporate business. 110

116 SPECIAL EDUCATION (K-12) PROGRAM GOALS AND OBJECTIVES Dr. Marissa Scott, Coordinator The goal of the Special Education Program is to prepare effective and qualified professionals that provide research-validated instruction and behavior supports to maintain at grade level students with disabilities who are enrolled in the North Carolina Standard Course of Study. The following are the objectives for the undergraduate Special Education Program. The effective and qualified pre-service special educator: 1. acquires basic skills, knowledge, and attitudes in a wide variety of disciplines including the arts and the humanities, natural sciences and mathematics, and the social sciences. 2. develops the ability to analyze. 3. experiences an interdisciplinary curriculum which emphasized the interrelationship of the culture, research and practices deemed appropriate and necessary in educational and social settings. 4. completes an Academic or Professional Concentration (Reading is suggested) of sufficient depth and breadth to complement and strengthen their overall program of studies and area of specialization. 5. acquires knowledge and understanding of human growth and development; foundations of education; the purpose, organization, and administration of the schools; the teaching-learning process; positive behavior supports; collaboration with general education teachers; curriculum; and methodology. 6. demonstrates necessary competencies through systematic field experiences at both the elementary and secondary level, and a culminating and comprehensive student teaching internship. 7. develops a broad background in the various categories of exceptional, diverse, and at-risk students, and demonstrates special skills in teaching students with mild disabilities across various content areas and ages; and in various settings. 8. demonstrates appropriate communication skills and a professional attitude for collaboration with parents, school personnel, and other related professionals. 9. demonstrates a diagnostic-prescriptive orientation toward instruction and behavior intervention, and is able to offer intensive and explicit individual and small group instruction. 10. provides leadership in implementing special education procedures and policies. 11. experiences, through personal investigation and growth, increased self-actualization, and in turn, foster self- worth and confidence through positive interaction with learners who have mild disabilities. 111

117 Appendix F: Field Experience Requirements by Course 112

118 Course Field Hrs Obs. Field Experience Requirements by Course Teach a Lesson Interview (updated ) ART Report/ Reflection Portfolio Notes ECE Observe two classes of the same age (birth-k) for teacher-children interaction ECE Four part ecological assessment of child. Includes family interview; community interview; student observation Bronfenbrenner schema ECE Students demonstrate the skills necessary to create an authentic assessment portfolio for a young child and plan their instruction accordingly ECE Interview two professionals and two parent/guardians of young children on schoolfamily collaboration. Functional Based Assessment Project: Observe/assess a birthkindergarten child who shows challenging behaviors, interview the guardian of the child ECE ECE Compare and contrast models of partnerships between education services and community need, reflection about teachers' involvement in the community ECE Action research project; identify a problem in early childhood, identify yourself in a certain leadership role and describe how you will solve the problem 113

119 Course Field Hrs Obs. Field Experience Requirements by Course Teach a Lesson Interview (updated ) Report/ Reflection Portfolio Notes ECE Develop a lesson plan in a preschool or kindergarten classroom and differentiate for a student with disabilities based on his/her needs and learning goals ECE ECE Develop appropriate lessons plans for kindergarten children ECE Develop a lesson plan and differentiate for a single student; The student is evaluated and then the student chooses accommodations and modifications ECE Observation of a child in a naturalistic environment, interview with the child s family, administration of an assessment instrument to the child with observation record, portfolio of assessment results. ECE ) Agency evaluation; 2) Family event planning; 3) Develop grant application ECE Develop/implement one integrated thematic unit (4 lesson plans) for pre-school and kindergarten classes (pre and post-assessment, cite standards integrated, modifications for children s needs, evaluation and reflection) 114

120 Course Field Hrs Obs. Field Experience Requirements by Course Teach a Lesson Interview (updated ) Report/ Reflection Portfolio Notes EDN Focused observation of 6 hours at 2 level schools, 3 hours at each school. Use face validity to assess the school's web site and NC Report card. EDN EDN hours of observation to include 3 hours each at two different level schools to observe students behavior and school climate EDN hours of observation to include 3 hours each at two different level schools to observe students behavior and school climate EDN Observe and conduct a Shadow Study of student s behavior. Interview student. EED EED ELE The field experience is for structured observations of the social, emotional, physical, and cognitive actions of learners and reflects what they have learned. Students will produce professional observation reports. In addition, the UNCP student interviews a classroom teacher, a student, and does a classroom culture report. 115

121 Course Field Hrs Obs. Field Experience Requirements by Course Teach a Lesson Interview (updated ) Report/ Reflection Portfolio Notes ELE Observations of classroom and reflection, observation of recess and reflection; teaching a health lesson to students and reflection, teacher interview and reflection ELE hours of arts observation/participation in the community - reflection required, 1 hour arts teaching in supervised class experience (Read-In) - lesson plan and reflection required, 1 hour observation in arts teaching in elementary classrooms - reflection required, 2 hours working with children in or out of school for child art study - child art study writing assignment ELE Students will complete 8 hours of field experience through focused observations, (2) content lesson critiques, and teacher interview with a gifted, special education, or ELL teacher. ELE K-2 Observation, 3-6 Observation, Teach 1 ELE lesson1 integrating Cooperative Learning using a trade book, Cooperating Teacher Evaluation of Cooperative Learning Lesson, Self-Evaluation of Cooperative Learning Lesson ELE Formal Assessment Observation, DIBELS (Oral Reading Fluency and Retell Fluency) Observation, Formative Assessment Observation, Create and Administer Pretest and Posttest and Excel Spreadsheet with Two Graphs Showing Collected Data based on a taught lesson using a trade book related to assessment. 116

122 Course Field Hrs Obs. Field Experience Requirements by Course Teach a Lesson Interview (updated ) Report/ Reflection Portfolio Notes ELE Observe a math lesson, teach a math lesson, additional activities completed with instructor ELE Students are required to complete a focused observation of the classroom teacher and develop and teach (3) literacy mini-lessons, and complete a literacy assessment comparison of two students at varied reading levels. ELE Students are required to complete a focused observation of the classroom teacher and develop and teach (3) literacy mini-lessons, and complete a literacy assessment comparison of two students at varied reading levels. ELE Classroom observation; teacher interview; teaching a lesson to students; reflection and more reflection ELE Teach a math lesson, math tutoring (2 hours), additional activities completed with instructor ELE Teach a science lesson, science coaching (2 hours), additional activities completed with instructor ELE Focused observations, teaching (2) integrated literacy lessons, and completing an assignment from the FE choice board: completing a reading miscue analysis with (2) students; media center investigation and interview; or Daily 5 Café investigation and interview. 117

123 Course Field Hrs Obs. MAT hrs in classrooms, 6 hrs for 2 interviews Field Experience Requirements by Course Teach a Lesson Interview (updated ) Report/ Reflection Portfolio Notes Observe 6 hrs each at 3 different levels, elementary, middle, and high schools, interviews will be arranged privately by students MAT Observe, plan, teach, evaluate mini lesson with teachers pre-selected by program coordinator MUS MUS MUS MUS MUS PED PED PED PED RDG SCE Must be completed in a science class. 118

124 Course Field Hrs Obs. Field Experience Requirements by Course Teach a Lesson Interview (updated ) Report/ Reflection Portfolio Notes SCE Must be completed in a science class. SED SED SED SED SED SED SED Must be completed in a special education class. SED Must be completed in a special education class. SED SPN SPN SSE

125 Appendix G: Universal Precautions 120

126 121

127 Appendix H: B-K Child Care/Agency Placements 122

128 Birth-Kindergarten Field Experiences in Child Care Centers/Agencies Some early field experiences in the Birth-Kindergarten program may be completed in an approved child care center or agency. In this case, you must select your center or agency from the list provided by the instructor of the course for which the field experience is required. The guidelines in this document are specifically for Child Care Centers and Agency placements. 1. Contact the director of the center or agency to schedule your first visit. Describe the age group and assignment so that the director may assign you to a specific room, date, and time to visit. DO NOT simply show up, thinking you may observe on a particular day without an appointment. Do not wait until late in the semester to complete the assignment. Be sure to identify yourself as a UNCP student from the first contact. Remember that you will be a guest, representative of UNCP, and potential employee of the facility you visit. Conduct yourself as a professional from your first contact and throughout your field experience. 2. Keep scheduled appointments. Illness and emergencies are the only legitimate reasons for not keeping an appointment. If illness or an emergency occurs, notify the center/agency immediately. Be on time and stay for the full time scheduled. 3. Dress appropriately (no jeans, tee-shirts, no short skirts, etc.) and follow the rules of basic courtesy toward everyone you meet. 4. Do not take cell phones or food into the classroom. 5. Take a confirmation letter from your instructor to verify your assignment and identity. 6. Check in at the office regardless of how familiar you are with the center/agency. 7. Know your assignment, and have any necessary materials with you. 8. Avoid unfavorable criticism of the University program, the school and the community. 9. Exemplify the attitudes and actions of a teacher and not a student. 10. Safeguard all personal and confidential information concerning students. Some centers or agencies may ask you to sign a confidentiality document. 11. Be cooperative and remember that the center s/agency s first priority is to the children. As the course instructor determines the requirements for each field experience, you should talk with your instructor if you have problems with specific assignments. Consider the time you spend in a center or agency as a valuable opportunity to further explore teaching as a career and to develop new competencies to become an effective professional. Students completing the field experience requirements at any site will follow the standards established in the UNCP Academic Honor Code. 123

129 Appendix I: Field Experience Forms 124

130 125

131 126

132 127

133 Appendix J: NC State Board of Education Approved Licensure Tests Information 128

134 129

135 This chart is current as of September 1, As requirements are subject to change, you should check the DPI website before taking Licensure exams. 130

136 This chart is current as of September 1, As requirements are subject to change, you should check the DPI website before taking Licensure exams. 131

137 This chart is current as of September 1, As requirements are subject to change, you should check the DPI website before taking Licensure exams. 132

138 This chart is current as of September 1, As requirements are subject to change, you should check the DPI website before taking Licensure exams. 133

139 Appendix K: Dispositions 134

140 UNC Pembroke Professional Dispositions Teacher Candidate Self-Assessment Dispositions are characteristics and behaviors that shape the ways you interact with students, colleagues, and faculty and the ways you present yourself as an educator. They shape the ways you make decisions related to teaching and learning. Candidates are asked to formally reflect on their dispositions at three points in the program: at entry, at midpoint, and at exit. The survey instrument used for this assessment (which can be found on the next page) is designed to provide an opportunity for candidates to reflect on dispositions and attitudes considered important to successful teaching. The instrument is intended to help candidates identify areas for continuing professional growth and define steps they might take to promote that growth. Data from this self-assessment are also used by program faculty as they consider ways in which their programs can assist candidates to develop and/or strengthen positive professional dispositions. You should respond to all items on the survey with honesty and integrity. You should use the text boxes on the survey to provide examples of how/when you demonstrated the dispositions. While you will complete the same survey at the entry point, midpoint, and exit point of your program, there are differences in the expectations for your responses. At entry: When you complete the Dispositions Self-Assessment at the entry point of your program, remember, you are quite early in your progression through the Teacher Education Program, so many of your responses may fall in the never, rarely, or occasionally areas. These are perfectly acceptable responses and will lead to plans formulated with your program coordinator/advisor where you will increase the frequency of these behaviors. At second checkpoint: Since you have completed more of your required coursework in the Teacher Education Program, the answers you provide on the second checkpoint survey should be different from those submitted on the entry point survey. Additionally, the examples you provide of how/when you demonstrated the dispositions are expected to come from your course work or field work in the Teacher Education Program. This includes Specialty Area, Professional Studies, and Content Pedagogy course work. At exit: Since you have completed all of the course work and other requirements for your Teacher Education Program, the answers you provide on the exit survey should be different from those submitted on the midpoint survey. Additionally, the examples you provide of how/when you demonstrated the dispositions are expected to come from your internship semester. Your responses to all three surveys will be entered into Taskstream beginning in January of

141 UNC Pembroke Professional Dispositions Teacher Candidate Self-Assessment Collaboration: Teacher Candidates demonstrate a professional disposition to work with others to achieve a common goal in all academic and professional settings. As a teacher candidate, you Never Rarely Occasionally Frequently Always Worked together with others to achieve a common goal in all academic and professional settings. Cooperated with others Made contribution to group effort Shared information and materials with others Assisted peers Supported decisions of group willingly, even if different from own Volunteered to participate in group effort Supported work of others Planned and set goals and priorities with others Established professional goals that are aligned with those of the organization Made relevant contributions to discussions Describe, with detail, an example of when you demonstrated the professional disposition of collaboration. Continues on next page 136

142 Honesty and Integrity: Teacher Candidates demonstrate truthfulness, professional behavior and trustworthiness in all academic and professional settings. As a teacher candidate, you Never Rarely Occasionally Frequently Always Modeled behavior expected of both teachers and learners in an educational setting Demonstrated honesty and integrity in all academic and professional situations Gave credit to others when using their work Describe, with detail, an example of when you demonstrated the professional disposition of honesty and integrity. Respect: Teacher Candidates honor, value, and demonstrate consideration and regard for oneself and others. As a teacher candidate, you Never Rarely Occasionally Frequently Always Demonstrated a friendly and caring manner to others Interacted in a polite and respectful manner with faculty, other students, peers, colleagues, and supervisors Used appropriate professional language Took care of property of others in all academic and professional situations Demonstrated empathy and concern for others Describe, with detail, an example of when you demonstrated the professional disposition of respect. 137

143 Commitment to Learning: Teacher Candidates demonstrates a respect for and is serious about knowledge acquisition. As a teacher candidate, you Never Rarely Occasionally Frequently Always Valued knowledge, content, and experiences presented in all academic programs Took initiative to expand knowledge base Actively engaged during instructional time and field experiences Sought opportunities to learn new skills Demonstrated enthusiasm for the subject being taught Demonstrated positive attitude toward learning Demonstrated intellectual and academic curiosity Describe, with detail, an example to demonstrate your professional disposition to a commitment to learning. Emotional Maturity: Teacher Candidates demonstrate, depending on the situation, appropriate behavior. As a teacher candidate, you Never Rarely Occasionally Frequently Always Used appropriate strategies to respond to emotional and emergency situations Responded to situations professionally Used appropriate tone of voice Initiated communication to resolve conflict Maintained emotional control Used self-disclosure appropriately Used appropriate non-verbal expressions Acted from a positive frame of reference most of the time, including when changes occurred 138

144 As a teacher candidate, you Never Rarely Occasionally Frequently Always Adapted to unexpected or new situations Demonstrated good personal hygiene Dressed appropriately for the situation Describe, with detail, an example how you demonstrated emotional maturity in a professional and/or academic setting. Responsibility: Teacher Candidates act independently and demonstrate accountability, reliability, and sound judgment. As a teacher candidate, you Never Rarely Occasionally Frequently Always Gave priority to health and safety concerns of others, as well as self Protected personal health to avoid absences Accepted consequences for personal actions or decisions Submitted individual and/or group assignments on time or followed procedures for extensions Prepared for classes, meetings, and group work Managed time effectively Completed assigned tasks from group activities within an acceptable time frame Sought clarification and/or assistance as needed Prioritized work based upon established goals Returned borrowed materials in a timely manner Took initiative to get materials and notes when absent from meetings or classes Sought/located needed resources 139

145 As a teacher candidate, you Never Rarely Occasionally Frequently Always Ensured accuracy of information for which he/she is responsible Arrived for class on time Attended class regularly Describe, with detail, an example how you demonstrated responsibility in a professional and/or academic setting. Fairness: Teacher Candidates demonstrate a commitment to meet the education needs of all students, including classmates, in a caring, non-discriminatory, and equitable manner. As a teacher candidate, you Never Rarely Occasionally Frequently Always Responded appropriately to actions and reactions of others Accepted feedback from others Identified personal responsibility in conflict/problem situations Considered opinions of others with an open mind Displayed equitable treatment of others Used sound judgment in decision making Took action to solve problems in an equitable manner Made decisions and acted with honesty and integrity Describe, with detail, how you demonstrated fairness in your commitment to meet the education needs of all students, including classmates, in a caring, non-discriminatory, and equitable manner. 140

146 Belief that All Students Can Learn: Teacher Candidates demonstrate a commitment to the education of all students. As a teacher candidate, you Never Rarely Occasionally Frequently Always Demonstrated behaviors that supported a culturally diverse educational environment that provides opportunities for all students to learn Listened attentively to others in a variety of contexts Acknowledged perspectives of individuals from diverse cultural and experiential backgrounds Interacted appropriately in relation to cultural norms Appreciated and embraced individual differences Demonstrated positive attitudes toward diverse cultures and learners Conveyed high expectations for achievement Describe, with detail, your commitment to educating all students. 141

147 Appendix L: Interview Information and Admissions Forms 142

148 UNCP Teacher Education Program Interview Requirements and Protocol Program coordinators or their designees are to check that the following requirements have been met by all Teacher Education Program applicants. This will require a degree audit to ensure the following requirements have been met. 1. Have not more than 9 hours of the General Education requirements remaining. 2. Have earned a C (2.0) or better in EDN Introduction to Education or the approved equivalent course. EDN 2100 is required for TEP admission beginning fall Have earned a grade of at least a C- (C if the course was repeated) in all required professional studies core, content pedagogy, and specialty area standards courses completed at the time of admission, with the exception of EDN 2100, which requires a grade of C. 4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work. 5. Meet the state established scores on the Praxis Core Academic Skills for Educators (Core) Tests. During test registration, enter code R5534 for UNCP. If you meet the state established scores on the SAT or ACT, an official copy of the scores must be sent to the UNCP School of Education Licensure Office. Students must meet the scores in effect at the time they apply to and qualify for admission to the Teacher Education Program. Printed copies of all qualifying scores must be brought to the admission interview. (most often these are official scores from the testing service or test score notations on official high school transcripts) 6. Enroll in the program area drf in Taskstream, complete the Candidate Professional Dispositions Self- Evaluation in Taskstream, and facilitate the completion of the Faculty Evaluation of Candidate Dispositions form in collaboration with the Program Coordinator. Until this section is activated in Taskstream, students should bring a completed copy of their Candidate Professional Dispositions Self-Evaluation to the interview. 7. Complete a Candidate for Professional Licensure (CPL) form and an Application to the School of Education. CPL and Admission forms are available in the School of Education Licensure Office and on the School of Education website. Completed copies of these forms must be brought to the admission interview. 8. Satisfactorily complete an admission interview after completing all the above requirements. The interview is not complete until the Candidate Professional Dispositions Self-Evaluation has been discussed with the Program Coordinator. Candidates should bring a printed copy of their test scores (see #5 above) and a completed copy of the CPL form to the interview. 9. Program coordinator will deliver completed copy of CPL, test scores, and Admission form to Licensure Office. 143

149 Prior to interview: A. Interviewee must complete the Professional Dispositions Self-Assessment, Application to the School of Education, and the CPL Data Form before the interview begins. B. Faculty will ask at least one question/scenario from each NC Professional Teaching Standard area. C. Each interviewer (at least 2 present) should document interviewee responses and dispositions on the Faculty Summary and Evaluation of Interview form. D. Once the interview is completed, the program coordinator will mark the interview as Satisfactory or Needs Review. The program coordinator may then submit the student s completed application, CPL form, test scores, and Faculty Summary and Evaluation of Interview to Michelle Locklear in the licensure office. Michelle will take the information from the Faculty Summary and Evaluation of Interview form and generate a letter of admission or non-admission. Students who receive a rating of Satisfactory will be admitted. Those who receive a rating of Needs Review will not be admitted and a remediation plan must be developed. Possible Teacher Candidate Interview Questions and Scenarios: Students may be asked to discuss an experiences related to the following North Carolina Professional Teaching Standards. They may also be given a particular classroom scenario that might occur and then discuss their reactions to that particular scenario. 1. Teachers Demonstrate Leadership 2. Establish a Respectful Environment 3. Knowing the Content 4. Facilitate Learning for Students 5. Reflecting on Practice 144

150 Faculty Summary and Evaluation of Interview Date of Interview Student Name (Print) Student Signature Faculty Member #1 How does this Faculty member know the student? Faculty Member #2 How does this Faculty member know the student? Program Coordinator Signature Student has completed and provided: Check Program Coordinator has checked the following: Check a) Professional Dispositions Self-Assessment b) Application to School of Education c) CPL Data Form d) Student must provide written copy of Praxis Core or SAT/ACT scores a) Cumulative GPA of 2.5 or above on all prior coursework b) DARS degree audit, 9 or fewer hours of gen ed requirements left c) Passing Praxis Core scores or appropriate SAT/ACT scores d) Faculty Assessment of Dispositions forms e) Grade of C- in all required coursework (C if course was repeated) f) Grade of C in EDN 2100 or approved equivalent course Responses to Interview Questions: Faculty reaction to Leadership questions and scenario: Faculty reaction to Respectful Environment questions and scenario: Faculty reaction to Content questions and scenario: Faculty reaction to Facilitate Learning questions and scenario: Faculty reaction to Reflection questions and scenario: 145

151 Please rate the interviewee based on their behavior in the interview. Admissions Interview for School of Education Rubric Related to Candidate Dispositions: Arrived on time Interacts in a polite and respectful manner Uses appropriate professional language Articulates clearly Responds to situations professionally Tone of voice is appropriate Demonstrates appropriate emotional control Demonstrates appropriate hygiene Demonstrates appropriate dress Resopnds appropriately to actions/reactions of others Additional Interview Comments: Not Observed in this setting (0) Area of Concern (1) Needs Improvement (2) Demonstrated (3) Outstanding (4) Interview Results - Program coordinators are not responsible for informing the student of their status. o Satisfactory Admission application, test scores, and CPL form should be forwarded to Michelle Locklear in the Licensure office by the Program Coordinator. Admission letter will be generated by Licensure office and delivered to the student. o Needs Review Admission application, test scores, and CPL form should be forwarded to Michelle Locklear in the Licensure office by the Program Coordinator. Non-admission letter will be generated by Licensure office and delivered to the student. Reason for Non-admission: Interview performance Dispositional Concern Program coordinator must review for remediation. See the Undergraduate Teacher Candidate Disposition Protocol for remediation form. 146

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