BARTON COLLEGE TEACHER EDUCATION PROGRAM MANUAL

Transcription

1 BARTON COLLEGE TEACHER EDUCATION PROGRAM MANUAL

2 WELCOME TO THE BARTON COLLEGE TEACHER EDUCATION PROGRAM We are delighted that you have chosen education as a future career. It offers a bright and rewarding future for those of you who can meet the intellectual and social challenges of the job. The knowledge and skills that you will acquire as you progress through this program will help you become a self-confident person who is culturally aware, with strong knowledge of content and valuable decision-making skills. You will find that you will develop patience, caring and commitment as you work to complete the teacher education major. Your interest, trust, and active involvement are crucial to your success in the program. This manual has been designed to help you understand the many facets of the program. It is our hope that together we will explore, communicate, dream, and celebrate! THE EVOLVING PROFESSIONAL TEACHER The Evolving Professional Teacher is the conceptual framework for the Teacher Education Program at Barton College. It describes students as evolving professionals, the kind of graduates the Barton College Teacher Education Program seeks to produce. The mission of the program is to provide a nurturing environment for candidates as they learn content that serves as a foundation for what they will be teaching, as they develop leadership skills, and as they increase their acceptance and understanding of all children. These goals, coupled with the underlying Teacher Education Program mandate to provide the pedagogical skills necessary for success in the classroom, form the basis for the conceptual framework of the Evolving Professional Teacher at Barton College. Undergirding these goals are the personal attributes that the Teacher Education Program seeks to instill in its graduates: a love of learning and an interest in continued professional growth, reflection on one s teaching effectiveness, and the confidence that results from membership in a supportive community. After leaving Barton, you will most likely continue your growth toward becoming a professional by teaching in the public schools. In keeping with the North Carolina Initial Licensure Program (ILP) plan, support for beginning teachers, especially through the first two years of professional teaching, is provided through a variety of development activities. Right now, you are a developing professional in the process of becoming a competent teacher. 2

3 ACCREDITATION Barton College is accredited by the Southern Association of Colleges and Schools, the North Carolina State Department of Public Instruction, and the National Association for the Accreditation of Teacher Education (NCATE). 3

4 FACULTY The phone number for the School of Education is Please feel free to contact any of individuals listed below at any time during your academic career when questions about your program arise. All faculty members serve as advisors to students within the Teacher Education Program. Name Title Phone Dr. Jackie Ennis Dean of the School of Education Director of Teacher Education Coordinator of Middle School Education Instructional Technology Coordinator Coordinator of NC Model Teacher Education Consortium Dr. Barbara Mize Director of Field Experience Director of Student Teaching Dr. Ann Carper Director of Master s of Education Program Dr. Bettie Willingham Entrance Criteria Coordinator Coordinator of Special Education and Social Studies Dr. Dave Dolman Coordinator of Education of the Deaf and Hard of Hearing Program Ms. Nikki Jones Coordinator of Birth-Kindergarten Program Dr. Dawn McCrumb Coordinator of Physical Education Dr. Sharon Montano Coordinator of Spanish Education Mr. Mark Gordon Coordinator of Art Education Dr. Rebecca Godwin Coordinator of English Education Dr. Jennifer Russell Assistant Professor of Education Ms. Martha Martin Lecturer of Education Ms. Carolyn Hornick Faculty Member, Deaf & Hard of Hearing Program Mr. Johnston King Director of Advising, Accelerated Professional Programs 4

5 LICENSURE FOLLOWING GRADUATION FROM COLLEGE Although most students obtain teacher licensure once they acquire their bachelor s degrees, some students already have bachelor s degrees and return to Barton for licensure only. COLLEGE GRADUATE SEEKING LICENSURE-ONLY (A candidate who has received a baccalaureate degree and is interested in obtaining NC Licensure enters Barton College as a licensure-only student). Students who hold an undergraduate degree from a regionally accredited college or university may apply to the Barton College Teacher Education Program for licensureonly. Previous course work will be evaluated in the chosen area of licensure and in professional education, and the advisor will map out a plan of study. Previous study that is applicable will be counted toward licensure. The licensure-only student who has graduated from an accredited college or university with a 2.40 cumulative grade point average may be admitted to the Teacher Education Program with no additional entrance requirements. Students with less than a 2.50 grade point average will be admitted with a passing score on the Praxis I exam (Reading, Writing, and Mathematics) and one of the following conditions: 1) a grade point average of 3.00 in the major field of study; 2) a grade point average of 3.00 on all work completed in the senior year; or 3) a grade point average of 3.00 on a minimum of 15 semester hours of coursework related to licensure and completed during the preceding five year. COLLEGE GRADUATES SEEKING LATERAL ENTRY LICENSURE (A licensure-only candidate who holds a degree but not a teaching license and has been hired by a Local Education Agency (LEA) is labeled as a lateral-entry candidate. Upon completion of a licensure program, his/her lateral entry/provisional license will be cleared). Requirements for lateral entry students are generally the same as for college graduates seeking licensure only. Field experiences and EDU 470 (Student Teaching) may be waived, however, if the candidate is employed as a classroom teacher in his/her specific licensure area and provides documentation indicating success in this role. If deficiencies are noted in any area, the Director of Teacher Education, in consultation with the appropriate specialty area coordinator and the Director of Field Experience, reserves the right to require additional coursework. Additionally, EDU 451 Classroom Management may be waived, with documentation of one year of successful teaching experience in the area seeking licensure, a letter from the principal of the school verifying successful classroom management skills, and a copy of the student s summative evaluation. COLLEGE GRADUATES SEEKING A SECOND BACHELOR S DEGREE The college graduate seeking a second bachelor s degree will not be required to complete Praxis I if his/her undergraduate GPA is 2.5 or greater, and he/she may be admitted to the Teacher Education Program with no additional entrance requirements. 5

6 CATALOG POLICES Each year s Barton College General Catalog becomes effective at the opening of the academic year in August. To receive a degree, a student must satisfactorily complete all requirements described in the catalog in effect at the time of first enrollment at Barton College. Students who leave the College or change to another curriculum for a period of one semester or longer and then return to Barton College will be required to meet the catalog requirements in effect at the time of their return. The catalog is our contract with you. Periodically, check the requirements in it and consult with your advisor, or make sure that you are progressing satisfactorily toward graduation. Specific information concerning Teacher Education Program requirements may be found in the latest edition of the General Catalog. Please read this information carefully. REQUIRED LIABLILITY INSURANCE DURING STUDENT TEACHING Personal liability insurance is required during the student teaching experience. Candidates can obtain insurance through membership in SNCAE or through a personal policy. Proof of liability insurance must be turned in to the Director of Field Experience prior to student teaching. Photocopies of SNCAE membership forms, personal policy liability forms and/or a letter from the candidate s insurance agent to document the student s insurance will be accepted. PROGRAM DESCRIPTION, PROGRAM GOALS AND CURRICULUM CHECKSHEET The curriculum check sheet for each licensure area is available on the Barton College Teacher Education Program web site at this URL: Consult with your advisor often and follow this checklist carefully as you progress through your course of study. 6