Elizabeth City State University Revisioning Changes ...€¦ · ARTH 319 Baroque/Rococo Art 3 ARTH 416 Theory of Contemp. Art Design 3 Current and Proposed Changes Professional Education

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Elizabeth City State University

Revisioning Changes

December 2009

Electronic Evidence 2 – Documentation of Learning

Clarification and specification were provided to detail each specialty area.

Delineation of what counts for content for each license/program area has been included in EE #1,

item 2.

Electronic Evidence 3 - Differentiated Unit Plan based on the North Carolina Course of

Study/Essential Standards

Clarification is provided on how 4.d.1 (technology) is addressed in the evidence.

Electronic Evidence 5 – Comprehensive Assessment Plan

P-12 students has been added so that it is clear that the candidates are working with public school

students (1a1).

Clarification and modifications were provided to delineate that candidates provided evidence that

P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).

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Art Education

Introduction to Educator Preparation Programs

Elizabeth City State University (ECSU) is submitting this program in response to the State’s call for re-

visioned educator preparation programs. In January 2008, the State Board of Education approved in

concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates

barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on

increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s

partnership agreement with NCATE.

The new process consists of annual review of candidate evidence to ensure that they meet the standards

for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual

reviews will be coordinated by the State Board of Education and will utilize trained inservice educators

and teacher educators. Through random sampling, each specialty area program will be reviewed on a

systematic basis when a critical mass of program completers is reached, but at least once every seven

years. Additionally, candidate on-the-job performance and institutional involvement with and service to

the public schools will be considered in continuing program approval.

The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with

the program’s mission and the conceptual framework. The North Carolina Professional Educator

Standards and the following the programmatic themes are addressed throughout coursework and

experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of

Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the

Framework for 21st Century learning.

The “blueprints” (program proposals) include the following components: A) A description of how the

proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of

the program and how they will be involved in the delivery and evaluation of the program; C) The electronic

evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II,

and Section III; and D) The timeline for implementation.

Art Education – The Program

A. A description of how the proposed program has been re-visioned to reflect the North Carolina

Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in

them and the rationale for the changes, i.e., how the new program is different from the current

program, how it reflects the North Carolina Standards for Teachers and the 21st century

knowledge, skills, and dispositions embedded in the standards, and why specific revisions are

being made.

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The Art Education Program has been re-visioned to reflect the North Carolina Professional Teaching

Standards (NCPTS), North Carolina Art Specialty Standards, 21st Century Framework knowledge,

skills and dispositions and changes recommended by Local Educational Agencies (LEAs).

Driven by the North Carolina State Board of Education’s mission and the standards referenced above,

in re-visioning, we focused on the need for deep content knowledge and pedagogical skills that will

enable candidates to meet the needs of a wide range of diverse learners.

All levels of Elizabeth City State University’s (ECSU) academic programs engaged in the re-

visioning process. To meet their general education core requirements, all students must take sixteen

hours of specifically required general education courses and may choose from a list of course options

the remaining courses to meet the 46 – 48 credit hours required for general education. The Art

Education Re-visioning Committee identified from the list of course choices specific courses that

candidates for this bachelors’ degree must complete to meet the general education core requirements.

By beginning to integrate 21st Century themes from the beginning of their education at ECSU and

continuing them throughout the program, we could ensure that candidates graduate with the skills

required of 21st Century educators.

Beginning in the freshman year, potential candidates take Freshman Seminar in which they are

immersed in financial literacy module, personal and social responsibility module, and ethical behavior

module. The EDUC 203 technology course will be moved to general education requirements to satisfy

an ECSU requirement for technology.

During focus group sessions with leadership teams, educators from systems across the service area,

and arts council members, the following needs emerged: additional practical experience, ability to

actively engage all learners, and ability of candidates to engage the total community in the arts.

In addition to changes in the hours of field experience required for the various required courses,

courses requiring field experience will be grouped to provide additional hours of field experience

during the year long internship that begins the semester prior to student teaching. Changing from one

semester focused on honing clinical practice/teaching skill to more time in real classrooms in the first

semester is a major change. So, the senior year will have Internship I the first semester and Internship

II (full-time clinical practice) during the second semester. Internship II will carry 12 semester hours

instead of the current 6 semester hours. The psychology courses, Human Development and

Educational Psychology, will be dropped and a new course Child Development for Learning and

Assessment will be added. This course will have a defined product outcome to assist candidates with

required evidences.

The following statements demonstrates how the current program is different from the proposed and

how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills and

dispositions embedded therein. A curriculum review was conducted during the 2008-2009 academic

year. The Art Department has amended its course content to address the new standards adopted by the

State Board of Education in the following ways:

Standard 1: All formative courses will stress a specific emphasis, the basics of art theory to

include a thorough understanding of the element of art, principles of design and composition.

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Standard 2: Added emphasis will be stressed in each art studio discipline that will serve to

heighten the candidate’s art making sensibilities. Special emphasis will be placed on the

creation of a safe working studio environment. More emphasis will be placed on developing

the ability to evaluate and critique works of art.

Standard 3: Candidates will be exposed to various cultures, artists and art forms and will be

challenged to examine these aspects in an historical context in their art history courses. They

will also explore the political and social roles of art and the artist.

Standard 4: Additional emphasis will be placed on all students’ ability to analyze and interpret

works of art. Visual literacy will be stressed in all studio courses through written and verbal

critiques. These components will be reflected in the course syllabi.

Standard 5: This standard will be addressed in the art methods course. The course will be

redesigned to ensure that candidates will have a thorough understanding of the vital role visual

arts plays in the educational lives of everyone. They will be introduced to concepts to help

promote this understanding to colleagues, school administrators and the community at large.

The candidates will develop skill in organizing and budgeting to create a successful art program.

Special emphasis will be placed on candidates remaining current in their own visual research and art

production.

The incorporation of these new standards in the art curriculum will aid in producing a much better

prepared candidate. With the emphasis on these five new specialty, standards the candidate will be

able to address the emerging needs and concerns of students from the new millennium. Candidate will

be more cognizant of art theory and be more visually articulate and better able to relate to and address

the arts from a more informed multi-faceted universal perspective.

Major Core Requirements……………………………………………………………..51

ART 100 Art Foundations 3

ART 101 Graphic Design I 3

ART 102 Drawing I 3

ART 103 Drawing II 3

ART 111 Three-Dimensional Design 3

ART 220 Painting I 3

ART 230 Sculpture I 3

ART 260 Printmaking I 3

ART 340 Photography I 3

ART 350 Ceramics I 3

ART 400 Advanced Studio I 3

ART 409 Senior Portfolio/Show 3

ART Restricted Art Electives 6

Related Courses (Required)………………………………………………9

ARTH 211 Ancient Art 3

ARTH 212 Medieval Art 3

ARTH 217 History of Graphic Arts 3

ARTH 313 Renaissance Art 3

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ARTH 315 African American Art 3

ARTH 317 Nineteenth-Century Art 3

ARTH 318 Twentieth-Century Art 3

ARTH 319 Baroque/Rococo Art 3

ARTH 416 Theory of Contemp. Art Design 3

Current and Proposed Changes

Professional Education Core

CURRENT PROPOSED

EDUC 203 Introduction to Computer

Instructional Technology

3 SPED 280 Introduction to Special

Education and Diverse Learners

3

EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of

Education

3

EDUC 479 Multicultural Education 3

PSY 302 Human Development 3 PSY Child Development for

Learning and Assessment

3

PSY 309 Educational Psychology 3

READ 320 Teaching Reading in the

Content Area

3 READ 320 Teaching Reading in the

Content Area

EDUC 400 Senior Seminar P/F

EDUC 478 Seminar in Contemporary

Educational Issues

P?F EDUC 478 Seminar in Contemporary

Educational Issues

P/F

EDUC 424 Art Methods 3 EDUC 424 Internship I for yearlong

experience with Art Methods

3

EDUC 469 Observation and Supervision

of Student Teaching

6 EDUC 469 Internship II: Clinical Practice 12

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B. How public school partners were involved in the re-visioning of the program and how they will be

involved in the delivery and evaluation of the program.

In order to obtain a broad-based perspective of needs and to obtain public school input in the design of a

program that could enable candidates to realize the North Carolina State Board of Education’s mission

and produce 21st Century Educators capable of producing 21

st Century graduates, focus groups were held

with members of the leadership teams from four local educational agencies.

In addition to the involvement of public school partners on various administrative levels, the re-visioning

of the program included focus groups with current candidates, candidates completing student teaching,

completers of the program and current teachers. Responses to the online survey were negligible but face-

to-face sessions were more productive. Most of the area art teachers are graduates of ECSU’s art program.

This fact gave them insight from both sides of the issue; therefore, they have a unique perspective of

candidate needs. The teachers will be asked to make recommendations as they see fit in terms of how the

university and the public schools might best collaborate to strengthen the program. Results from the group

discussions and surveys were reviewed by the re-visioning team along with the New Professional Teacher

Standards, specialty standards approved by the North Carolina State Board of Education in January 2009,

21st themes and the 21

st Century Educator’s model were used to structure the proposed, revised Art

Education Program.

After feedback is received from the North Carolina State Review teams this fall, the re-visioning team

will continue to revise and field test the proposed program. We will continue to obtain evaluative input

from school leaders and practitioners and from our community arts partners.

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SECTION I: KEY EVIDENCES

This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all

candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the

program standards. Briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended

alignment of the descriptors with the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.

Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards

Addressed by the Evidence

1 Content Knowledge: Evidence that

demonstrates breadth of content

knowledge in the specialty area1.

Transcript Copy of 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.

Required: 3b.1


demonstrates candidate depth of

understanding and application of

content knowledge in the specialty

area.

Culminating Project:

Documentation of

Learning Art Exhibit

and Reflection

Candidates will design a culminating project

that is a research application in the art

specialty area. The project must reflect a

synthesis of the depth of understanding and

application of content knowledge.

Required: 3b.1

3 Pedagogical and Professional

Knowledge Skills and Dispositions:

Evidence that demonstrates effective

design of classroom instruction based

on research-verified practice.

Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study

A comprehensive six weeks, unit plan

will be developed that focuses on major

concepts, begins with learner assessment

data, and includes culturally-responsive

teaching practices with differentiation

designed to meet the needs of students.

Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1,

3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1



Evidence that demonstrates knowledge,

skills, and dispositions in practice.2

LEA/IHE

Certification of

Teaching Capacity

State-required evaluation of the candidate

completed by the institution and the

cooperating teacher.

Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1

1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).

2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.

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Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards


5 Positive Impact on Student

Learning: Evidence that demonstrates

impact on student learning.

Comprehensive

Assessment Plan

Candidates will develop a data driven

Comprehensive Assessment Plan that

integrates technology, is based on a

continuous improvement model, is used

to inform instruction and uses

multifaceted formative and summative

assessments.

Recommended: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1

6 Leadership and Collaboration:

Evidence that demonstrates leadership

and collaboration.

Candidate Leadership

Project

Candidates will design and implement a

project as an apprentice to and in

collaboration with their advisor,

university supervisor, and cooperating

teacher that demonstrates knowledge,

skills and dispositions in leadership and

collaboration.

Recommended: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2,

2e.1, 5b.1

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SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS

In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section

I . Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template

submitted MUST reflect the alignment used by the institution.

NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I

DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS

1. TEACHERS DEMONSTRATE LEADERSHIP

a. Teachers lead in their classrooms. 1. 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.

2. Draws on appropriate data to develop classroom and instructional plans.

3. Maintains a safe and orderly classroom that facilitates student learning.

4. Uses positive management of student behavior, effective communication for defusing and

deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and

restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers demonstrate leadership in the school.

1. Engages in collaborative and collegial professional learning activities.

2. Identifies the characteristics or critical elements of a school improvement plan.

3. Displays the ability to use appropriate data to identify areas of need that should be addressed

in a school improvement plan.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

c. Teachers lead the teaching profession.

1. Participates in professional development and growth activities.

2. Begins to develop professional relationships and networks.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

d. Teachers advocate for schools and students.

1. Implements and adheres to policies and practices positively affecting students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

e. Teachers demonstrate high ethical standards

1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional

Conduct.

#1 #2 #3 #4 #5 #6 #7 #8

2. 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.

1. Maintains a positive and nurturing learning environment.

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers embrace diversity in the school community and in the world.

1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the

contributions of all cultures.

2. Incorporates different points of view in instruction.

3. Understands the influence of diversity and plans instruction accordingly.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

c. Teachers treat students as individuals.

1. Maintains a learning environment that conveys high expectations of every student.

#1 #2 #3 #4 #5 #6 #7 #8

d. Teachers adapt their teaching for the benefit of students with special needs.

1. Cooperates with specialists and uses resources to support the special learning needs of all

students.

2. Uses research-verified strategies to provide effective learning activities for students with

special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

e. Teachers work collaboratively with the families and significant adults in the lives of their

students.

1. Communicates and collaborates with the home and community for the benefit of students.

#1 #2 #3 #4 #5 #6 #7 #8

3. TEACHERS KNOW THE CONTENT THEY TEACH

a. Teachers align their instruction with the North Carolina Standard Course of Study.

1. Develops and applies lessons based on the North Carolina Standard Course of Study.

2. Integrates effective literacy instruction throughout the curriculum and across content areas to

enhance students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers know the content appropriate to their teaching specialty.

1. Demonstrates and appropriate level of content knowledge in the teaching specialty.

2. Encourages students to investigate the content area to expand their knowledge and satisfy

their natural curiosity.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

c. Teachers recognize the interconnectedness of content areas/discipline.

1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard

Course of Study by relating content to other disciplines.

2. Relates global awareness to the subject.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

d. Teachers make instruction relevant to students.

1. Integrates 21st century skills and content in instruction.

#1 #2 #3 #4 #5 #6 #7 #8

4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS

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ELEMENTS

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.

1. Identifies developmental levels of individual students and plans instruction accordingly.

2. Assess and uses resources needed to address strengths and weaknesses of students.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers plan instruction appropriate for their students.

1. Collaborates with colleagues to monitor student performance and make instruction responsive

to cultural differences and individual learning needs.

#1 #2 #3 #4 #5 #6 #7 #8

c. Teachers use a variety of instructional methods.

1. Uses a variety of appropriate methods and materials to meet the needs of all students.

#1 #2 #3 #4 #5 #6 #7 #8

d. Teachers integrate and utilize technology in their instruction.

1. Integrates technology with instruction to maximize students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

e. Teachers help students develop critical-thinking and problem-solving skills.

1. Integrates specific instruction that helps students develop the ability to apply processes and

strategies for critical thinking and problem solving.

#1 #2 #3 #4 #5 #6 #7 #8

f. Teachers help students to work in teams and develop leadership qualities.

1. Organizes student learning teams for the purpose of developing cooperation, collaboration,

and student leadership.

#1 #2 #3 #4 #5 #6 #7 #8

g. Teachers communicate effectively.

1. Uses a variety of methods to communicate effectively with all students.

2. Consistently encourages and supports students to articulate thoughts and ideas clearly and

effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

h. Teachers use a variety of methods to assess what each student has learned.

1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’

progress and to inform instruction.

2. Provides evidence that students attain 21st century knowledge, skills and dispositions.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

5. TEACHERS REFLECT ON THEIR PRACTICE

a. Teachers analyze student learning.

1. Uses data to provide ideas about what can be done to improve students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers link professional growth to their professional goals.

1. Participates in recommended activities for professional learning and development.

#1 #2 #3 #4 #5 #6 #7 #8

c. Teachers function effectively in a complex, dynamic environment.

1. Uses a variety of research-verified approaches to improve teaching and learning.

#1 #2 #3 #4 #5 #6 #7 #8

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SECTION III: DETAILED DESCRIPTION OF THE EVIDENCES

Listed below are detailed descriptions of:

1) the name of the evidence;

2) the specific directions and/or requirements for the evidence provided to the candidates;

3) how the evidence specifically addresses the descriptors for which it is cited in Sections I

and II; and

4) how the evidence is/will be evaluated by the institution.

#1 Required (State prescribed)- Content Knowledge

Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area.

A transcript OR passing scores on the appropriate Praxis II test(s) must be submitted.

This evidence must address descriptor 3b.1.

1. Name of Evidence: College transcript

2. Specific directions and/or requirements for the evidence provided to the candidates.

Candidates must demonstrate a “C” 2.0 average or above on at least 24 credit hours of specified

courses in the specialty area. The grade of “C” is passing but the requirement for Teacher

Education Program entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is

required for maintaining eligibility in the program. The following courses are used by candidates

to demonstrate competencies:

Course No. Course Name Crd Hr

ART 100 Art Foundations 3

ART 101 Graphic Design I 3

ART 102 Drawing I 3

ART 103 Drawing II 3

ART 111 Three-Dimensional Design 3

ART 220 Painting I 3

ART 230 Sculpture I 3

ART 260 Printmaking I 3

ART 340 Photography I 3

ART 350 Ceramics I 3

ART 400 Advanced Studio I 3

ART 409 Senior Portfolio/Show 3

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Related Courses (Required Hours)…….…………………9

ARTH 211 Ancient Art 3

ARTH 212 Medieval Art 3

ARTH 217 History of Graphic Arts 3

ARTH 313 Renaissance Art 3

ARTH 315 African American Art 3

ARTH 317 Nineteenth-Century Art 3

ARTH 318 Twentieth-Century Art 3

ARTH 319 Baroque/Rococo Art 3

ARTH 416 Theory of Contemp. Art Design 3

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I

and II.

The evidence demonstrates breadth of content knowledge attained over a four year period by

detailing a sequence of specific course(s) through which the content knowledge is acquired. The

combined sequence of courses and the grades earned in the specified courses along with the

evidence projects included in this document demonstrate mastery of the content taught (3b1).

4. How will the evidence be evaluated by the institution?

The evidence will be evaluated by the institution at four transition points – upon admission to the

Teacher Education Program, prior to clinical practice, upon completion of clinical practice and

prior to completion of the degree program. At Transition Point I, the candidate’s application for

admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who

signs the Application for Admission to the Teacher Education Program and by the Office of

Teacher Education and the admissions committee. At Transition Point II, the candidate’s

Application for Clinical Practice is evaluated by the Office of School Services and by the Office

of Teacher Education prior to approval for beginning the year long U-Step Internship Program.

The candidate’s credentials are evaluated again by both the Office of School Services and by the

Office of Teacher Education upon completion of the field experience. A final evaluation of the

candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher

Education and by the Office of the Registrar prior to approval for graduation. The faculty at

Elizabeth City State University votes on all candidates prior to the awarding of the degree.

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#2 Required - Content Knowledge

Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content

knowledge in the specialty area.

This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the

teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) – Art

Exhibit and Reflection

2. The specific directions and/or requirements for the evidence provided to the candidates:

The culminating project Art Exhibit and Reflection will span two semesters beginning with Art

400-Advanced Studio I in the first semester of the senior year. Candidates must decide on a

focus and prepare a proposal detailing the focus of their study. The candidate will conduct an

individualized indepth study of his/her medium of interest. The study must include a strand

showing global, multi-ethnic involvement. The culminating project is an indepth, though not

necessarily media-specific study of one of the specialized areas in this major (for example, Art

Theory, Ceramics, Drawing, Graphic Design, Painting, Photography, Printmaking, Sculpture, or

Three-Dimensional Design). The project must reflect a synthesis of the depth of understanding

and application of content knowledge in the Art specialty area. The candidate will use critical

thinking and problem-solving skills to apply his/her expertise learned in the major studies to real-

world school and/or community issues.

The project allows candidates to concentrate on developing a body of work, usually of a novel,

creative, and individual nature and emphasizes a strong sense of independent inquiry. The

proposal for the project is advisor-approved and is developed through consultation with Art

Department faculty. The examination of the interest area will grow from the research proposal

which in turn will feed into the main written research paper.

The main theory requirement is a research paper in which the candidate will discuss a theoretical

issue relating directly to his or her research project.

Candidates will use information and communications technology to present their research paper

to a critique committee during the latter part of the first semester. This high quality multimedia

presentation must accompany the oral presentation.

The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper;

3) Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText

Portfolio. However, Electronic Evidence #2 is comprised of components one, two, and five as

evidence for documentation of learning.


and II?

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The Culminating Project-Documentation of Learning (DOL) Art Exhibit and Reflection

is an indepth study that reflects a synthesis of the depth of understanding and application of

content knowledge art. This synthesis requires that candidates demonstrate an appropriate level of

content knowledge in the art teaching specialty.

4. How the evidence is/will be evaluated by the institution.

A team of faculty members and LEA partners develop rubrics that will be used for the

Culminating Project-Documentation of Learning (DOL) Art Exhibit and Reflection

Electronic Evidence #2.

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#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions

Pedagogical and Professional Knowledge Skills and Dispositions:

Evidence that demonstrates effective design of

classroom instruction based on research-verified practice.

It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1,

4d.1, 4e.1, 4f.1, 5c.1.

Descriptors addressed IF different from those recommended:

1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of


2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is

designed to meet the individual instruction needs of student in a heterogeneous classroom. The

specialty area unit plan may contain individual content lessons as well as integrated content

lessons (for example, music and social studies). The candidate must collaborate with colleagues

in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks

for the grade or course and determine a focus for the unit. The instructional plans within the unit

will be differentiated to show how candidates provide students with different avenues to

acquiring the designated content; to processing, constructing, or making sense of ideas; to

developing teaching activities and products so that all students in the classroom learn effectively

regardless of differences in ability; and to incorporate group input and feedback into the work as

teams collaborate and cooperate. Candidates’ units must include some essential features such as:

All learners have set goals and are engaged in the learning activity.

The lesson content should address the same concepts with all students but be adjusted by

degree of complexity for the diversity of learners in the classroom.

Critical and creative thinking must be designed in lessons for the culturally-responsive

and globally-connected classroom.

Incorporate evidence-based instructional strategies that help students acquire and

integrate knowledge, and practice, review, and apply knowledge. Instruction may require

varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment

for different students in the classroom.

On-going assessment of student readiness and growth must be included for meaningful

and successful differentiation. Assessment should occur before, during, and following

instruction. Assessments may be paper or electronic, formal or informal, including

interviews, surveys, performance assessments, and more formal evaluation procedures.

Pre- and on-going assessment are essential to helping teachers provide more effective

instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the

varying needs, interests and abilities that exist in classrooms of diverse students.

20

As developing teachers, candidates will collaborate with inservice teachers on goal setting,

assessing and monitoring student performance, and communicating results. Candidates should

consult other specialists to assist in developing and varying instruction based on student needs.

Through this collaboration and reflection, each candidate will select a model lesson plan from the

unit that will be videotaped in the school setting. The complete unit plan and a written reflection of

the total experience will be required of each teacher candidate. The complete unit plan and a

written reflection of the total experience will be required of each teacher candidate. The unit will

be developed the semester prior to clinical practice and implemented during clinic practice. A

rubric will be developed for the unit and the written reflection.


and II: The unit will address the following descriptors as denoted by the terms below selected

from the Specific directions section above:

NCPTS Element Specific Directions Selections 1a.2 Draws on appropriate data to develop

classroom and instructional plans

Each candidate will develop a comprehensive differentiated

unit plan that is data-driven and is designed to meet the

individual instruction needs of student in a heterogeneous

classroom.

standards and benchmarks for the grade or course; Pre- and

on-going assessment

2b.3 Understands the influence of diversity and

plans instruction accordingly

The lesson content should address the same concepts with all

students but be adjusted by degree of complexity for the

diversity of learners in the classroom.

2d.1 Cooperates with specialist and uses resources

to support the special learning needs of all students.

Candidates should consult other specialists to assist in

developing and varying instruction based on student needs.

3a.1 Develops and applies lessons based on the

North Carolina Standard Course of Study

reviewing the standards (NCSCS, 21st Century Framework,

technology, etc.) and benchmarks for the grade or course

3c.1 Demonstrates knowledge of links between

grade/subject and the North Carolina Standard

Course of Study by relating content to other

disciplines.

integrated content lessons (for example, music and social

studies)

3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for

the culturally-responsive and globally-connected classroom.

3d.1 Integrates 21st century skills and content

instruction.


technology, etc.) and benchmarks for the grade or course and

determine a focus for the unit

4a.1 Identifies developmental levels of individual

students and plans instruction accordingly. assessment … essential to helping teachers provide more

effective instructional strategies (via face-to-face, print,

digital, etc.), choices, and scaffolds for the varying needs,

interests and abilities that exist in classrooms of diverse

students.

4a.2 Access and uses resources needed to address

strengths and weaknesses of students.

4d.1 Integrates technology to maximize students’

learning

Candidates’ technology integrated lessons will show clearly

articulated thoughts and ideas with effective oral, written, and

nonverbal communication skills in a variety of forms and

contexts including digital technologies (computers, PDAs,

21

media players, GPS, etc.), networking tools, and social

networks. Technology will be used in getting students to

collaborate and solve problems and explore creative ways to

demonstrate learning.

4b.1.Collaborates with colleagues to monitor

student performance and make instruction

responsive to cultural differences and individual

learning needs.

candidates will collaborate with inservice teachers on goal

setting, assessing and monitoring student performance, and

communicating results; candidate must collaborate with

colleagues, developing teaching activities and products so that

all students in the classroom learn effectively regardless of

differences in ability

4c.1 Uses a variety of appropriate methods and

materials to meet the needs of all students.

Instruction may require varied tasks, supports, materials,

additional motivation, or adaptive/assistive equipment for

different students in the classroom.

4e.1 Integrates specific instruction that helps

students develop the ability to apply processes and


provide students with different avenues to acquiring the

designated content; to processing, constructing, or making

sense of ideas; to developing teaching activities and products

so that all students in the classroom learn effectively

regardless of differences in ability

4f.1 Organizes student learning teams for the

purpose of developing cooperation, collaboration,


to incorporate group input and feedback into the work as

teams collaborate and cooperate

5c.1 Uses a variety of research-verified approaches

to improve teaching and learning.

Incorporate evidence-based instructional strategies that help

students acquire and integrate knowledge, and practice,

review, and apply knowledge.

4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric

will be developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher,

two additional professors familiar with instructional practices, and class peers from the

candidate’s methods course will evaluate the candidate’s unit plan, multimedia presentation, and

written reflections. Each candidate will introduce his/her unit plan, multimedia presentation;

explain his/her instructional goals, the research-based practices used, the assessments used, the

differentiation strategies used, the demographic (including exceptional needs and English

Language Learners) composition of the class, disaggregated student performance data, and the

desired learning outcomes to his/her assessment team. The candidate will consult with his/her

mentor/cooperating teacher and methods professor throughout the development of the unit.

22

#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and

Dispositions

Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,

and dispositions in practice.

This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.

Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1,

4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1

1. Name of Evidence: LEA/IHE Certification of Teaching Capacity

2. Specific directions and/or requirements for the evidence provided to the candidates

Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation

Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or

Accomplished Candidate. 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 LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher

Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures

by the school district and the university to certify to the state that the preservice candidate has

demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/

Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate

must meet each of the descriptors identified in the Teaching Certification document to be

recommended for licensure as well as all other state and institutional requirements. The

candidate’s signature does not imply agreement with the ratings. The signatures of the

cooperating teacher, principal (or designee), and university supervisor verify the accuracy of and

agreement with the ratings on each descriptor.

3. N/A


During the clinical practice semester, cooperating teachers and university supervisors provide

early and ongoing feedback regarding candidates’ attitude, professionalism, knowledge,

willingness to accept feedback, and sensitivity to individual differences in students. Assessments

occur through progress reports and formative and summative evaluations.

During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses

the candidates three times with a final evaluation at the end of the clinical experience. The

23

university supervisor assesses the candidates at the clinical experience site and does three visits

with a final evaluation.

A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate

Evaluation Rubric for interim observations and reports.

24

#5 Required- Positive Impact on Student Learning

Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.

It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.


1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions

and supports.


Candidates will be required to develop a data driven Comprehensive Assessment Plan that

integrates technology, is based on a continuous improvement model, and is used to inform

instruction. This plan will focus on assessment for learning, not just assessment of the subject

matter. It will utilize ongoing authentic assessments and will include formative assessments,

benchmark assessments and statewide summative assessments that are proposed as a part of the

North Carolina Department of Public Instruction “Framework for Change” initiative. The

benchmark assessment will require candidates to utilized benchmarking tools including

ClassScape that will supply candidates with learning tasks aligned to the North Carolina

Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be

utilized by the student teacher/clinical intern to drive instruction during clinical practice in

his/her assigned P-12 public school. Candidates will serve as emotional and intellectual guides

for students as they utilize rubrics to provide a detailed, continuous profile of students’ strengths

and weaknesses. The student teacher/clinical intern with the assistance of the university

supervisor, cooperating teacher/mentor, parents, administrators at the assigned P-12 public

school and the students themselves will utilize the plan to closely monitor academic progress and

to focus on areas that need improvement. In this way, the student teacher/clinical intern,

university supervisor, cooperating teacher/mentor, parents and the students and local P-12

administrator will know what good work looks like and progress the assigned P-12 school is

making toward closing the achievement gap. The formative assessment plan will focus on

assessment rather than measurement. P-12 students will be able to utilize assessments to learn

from their mistakes, take and retake tests and make continuous improvements. Software (i.e.

ClassScape tools will be used for records maintenance and for close, continuous contacts with

students and parents.

The Assessment Plan will be developed during the first semester of the year-long U-Step

Internship Experience while the candidate continues to learn as an apprentice under the

leadership and guidance of his/her methods instructor, from the university supervisor and

cooperating/ mentor teacher from his/her assigned P-12 public school.


and II.

25

The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina

Teaching Standards the 21st Century Skills that impact student learning. Candidates will evaluate

the progress of P-12 students using a variety of assessment data to measure attainment of goals

outlined in the North Carolina Standard Course of Study. Since the candidate will take the lead

in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and

demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom

(1a.1). By working closely with their methods instructor and cooperating teacher in developing

and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand

the value of collaborating with colleagues in planning, monitoring student performance and

making data driven instructional decisions that are responsive to an individual student’s learning

needs (4b.1).

Candidates’ comprehensive assessment plan, driven by data and integrating technology (for

example, ClassScape), will demonstrate P-12 student achievement of higher order of thinking.

Technology will be used as a tool to research, organize, evaluate and communicate

Information. P-12 student work must show that data are gathered from formative assessments,

ongoing, and summative assessments. Candidate must show that they used the data to reflect

upon the points in the assessment and learning process where specific students and groups of

students began to show evidence of growth or difficulty in their learning and where candidates

made modifications to impact positively the students’ learning. By utilizing on-going research

based teaching strategies, creating a variety of authentic assessments and utilizing formative and

summative assessment data available through ClassScape and at the assigned P-12 public school,

the candidate will be able to plan and scaffold instruction appropriate to meet the individual

instructional needs of their students, reflect on their practice on an on-going basis, re-teach,

group, regroup, provide supports and facilitate learning for all students regardless of their diverse

backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used

to analyze student learning and chart a course to improve student learning (4h.1, 5a.1).

Throughout the process of developing, implementing, and evaluating their comprehensive

assessment plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate

21st Century Skills through incorporating global awareness, technology integration, media

literacy, critical thinking, problem solving and collaboration. The Comprehensive Assessment

Plan must provide opportunities for student collaboration and innovation. The Comprehensive

Plan itself will require candidates to demonstrate their ability to utilize 21st Century technology

(i.e. ClassScape), to communicate and collaborate effectively with a team of University and P-12

school personnel including their cooperating teacher, cooperating principal and university

supervisor. The plan will require candidates to include content such as global awareness.

ClassScape, an online classroom-based assessment system, will enable pre-service teachers to

achieve and maintain curriculum/ instructional alignment, assist them with identifying and

remediating individual and class weaknesses, and help them to differentiate instruction for

students who demonstrate mastery. Candidates will integrate the flow of information from a wide

variety of sources, ask significant questions that clarify various points of view that lead to better

solutions, and reflect critically on learning experiences. Throughout the process, candidates must

articulate thoughts and ideas effectively using oral, written and nonverbal communication skills

in a variety of forms and contexts including digital technologies (computers, PDAs, media

players, GPS, etc.), networking tools and social networks (4h.2).

26

By focusing on learning progressions and supports, the candidate will be able to assess the

students’ progress toward meeting individual, grade level and graduation goals and attaining 21st

Century knowledge, skills and dispositions (5a.1).

4. How the evidence will be evaluated by the institution.

A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,

mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The

rubric will be developed during the 2009-2010 academic year.

27

#6 Required-- Leadership and Collaboration

Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.


1. Name of Evidence: Candidate Leadership Project


The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman

Seminar. Research for their Candidate Leadership Project will begin in Multicultural

Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model,

candidates will design and implement a project as an apprentice to and in collaboration with their

advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need

identified in the selected school’s School Improvement Plan.

To ensure that each candidate demonstrates high ethical standards and upholds the “Code of

Ethics” and Standards for professional conduct, all leadership projects must be approved by a

Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to

implementation.


and II.

Candidate will be required to engage in collaborative and collegial professional learning

activities in understanding and evaluating the critical elements of the selected school’s school

improvement plan in order to determine what the needs are from the outset of the project (1b.1,

1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities

further as he/she selects an area of need and develops and implements an improvement plan for

ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is

identified in the selected school’s improvement plan and must be data driven. Data must also be

used throughout the project in order to validate that the selected intervention project for meeting

the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require

professional development on an on-going basis - prior to the development of the project, during

the development and implementation of the project and at the end of the project. The

professional development will begin with an overview of the school improvement planning

process and will be conducted by personnel from the selected school. During their field

experience, candidates will be required to become engaged in the school improvement process.

On-going professional development will be conducted collaboratively by ECSU faculty and LEA

personnel (1c.2). The Candidate Leadership Project will require involvement of the students’

families from the outset. Parental permission must be obtained for the project and the project

must include a component for collaborating with families (2e.1). Becoming a reflective

28

practitioner is one of the six elements of the conceptual framework of the School of Education &

Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything

that we do. The Candidate Leadership Project must include reflective journaling that will

include a pre, interim, and post reflective paper (5b.1).


A comprehensive project assessment with rubrics for four checkpoints will be developed for

assessment of the Candidate Leadership Project. Checkpoint one will take place at the end of

semester one of the junior year. Checkpoints two, three and four will follow at the end of the

second semester of the junior year, first semester of the senior year and second semester of the

senior year respectively. Checkpoints will increase in intensity each semester with a deadline for

completion of the project set for the end of the first semester of the senior year prior to clinical

practice. The project will be presented to a team of ECSU professors and LEA personnel

representing the candidates’ major, specialty area and the cooperating LEA. Implementation of

the project will take place during Year Long U-Step Internship I and II.

29

D. The timeline for implementation.

The re-visioned plan will be submitted to a committee of representatives of the NC Professional

Teaching Standards Commission, the State Evaluation Committee on Teacher Education,

individuals who have been involved in the development of the specialty area standards and

Department of Public Instruction stall for approval on July 1, 2009.

Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be

refined and presented to the various committees at the University for approval. Assignments,

course rubrics, syllabi materials and resources will be researched, revised and field tested during

the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century

themes and new standards are appropriate for achieving the North Carolina State Board of

Education’s mission.

Implementation and on-going evaluation of the program with LEA partners will commence

during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher

education program are expected to graduate by the summer of 2012. Continuous program

assessment with LEA partners and program improvements will be on-going. A more detailed

timeline follows below:

Timeline for Implementation

S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program

blueprint according to

DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*

Apply for and receive

approval for new

courses from ECSU

required committees/

councils

*

*

*

Research and select

new course materials

*

*

*

*

*

*

*

*

*

*

*

With partners, create

rubrics for required

assignments

*

*

*

*

*

Pilot new required

assignments in current

courses

*

*

*

*

*

*

*

*

*

With partners, revise

assignments and

rubrics according to

*

*

*

*

*

*

*

30

lessons learned

With partners, select

student work to serve

as exemplars for major

evidences rubrics

*

*

*

*

Utilize continuous

evaluation, on-going

communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

April 2010



2


Birth-Kindergarten Education


Elizabeth City State University (ECSU) is submitting this program in response to the state’s call

for re-visioned educator preparation programs. In January 2008, the State Board of Education

approved in concept, a new program approval process. The process focuses on outcomes, rather

than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater

institutional flexibility based on increased rigor and accountability. ECSU will continue to seek

national accreditation through the State’s partnership agreement NCATE.

The new process consists of annual review of candidate evidence to ensure that they meet the

standards for teachers based on a rubric that is aligned with the inservice teacher evaluation

instrument. The annual reviews will be coordinated by the State Board of Education and utilize

trained inservice educators and teacher educators. Through random sampling, each specialty area

program will be reviewed on a systematic basis when a critical mass of program completers is

reached, but at least once every seven years. Additionally, candidate on-the-job performance and

institutional involvement with and service to the public schools will be considered in continuing

program approval.

The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s

mission with the program’s mission and the conceptual framework. The North Carolina

Professional Educator Standards and the following the programmatic themes are addressed

throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated

strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national

specialty organization standards; and 5) the Framework for 21st Century learning.

The “blueprints” (program proposals) include the following components: A) A description of how

the proposed program has been re-visioned; B) How public school partners were involved in the

re-visioning of the program and how they will be involved in the delivery and evaluation of the

program; C) The electronic evidences the institution will use to demonstrate candidates meet the

standards with Section I, Section II, and Section III; and D) The timeline for implementation.

Part A – The Program

The goal of the Birth-Kindergarten Education Program at Elizabeth City State University is to

prepare 21st century professionals to teach and lead in the public and private early childhood

settings of today and the future. As we worked collaboratively to develop a new vision of early

childhood teacher education, we kept our focus on increasing rigor in and reducing barriers to the

profession. With the assistance of our LEA and community partners, we designed a rigorous and

flexible sequence of courses and experiences that are intended to ensure that candidates possess

the knowledge bases, skills, and dispositions necessary to teach and lead in all areas of early

childhood education.

3

1. How does the re-visioned program reflect the NC Standards for Teachers?

The Birth through Kindergarten Program reflects the NC Standards for Teachers by providing

opportunities for candidates to serve as classroom leaders and advocates for diverse students and

their families. Coursework, field observations, and experiences in early childhood settings

including public schools, private childcare programs and child service agencies will prepare

candidates to teach and facilitate services for children ages birth-five. The North Carolina

Professional Teaching Standards are incorporated throughout the program beginning with the

general studies requirements and ending with clinical practice.

2. How does the re-visioned program have 21st Century knowledge, skills, & dispositions

embedded?

The 21st Century knowledge, skills and dispositions are embedded throughout the educational

experience with specific courses serving as catalysts for global awareness, critical thinking, and

life skills. Global awareness will be addressed in GLBS 300: Introduction to Global Studies and

SPAN 101: Elementary Spanish. BUAD 115: Introduction to Business will teach candidates the

basic principles of business including globalization, entrepreneurial management, ethics and

diversity. Health and wellness issues will be discussed in a health concepts course, a college

speech course will provide opportunities to improve communication skills and an instructional

technology course will prepare candidates to use technology to learn content and skills.

3. How is the new (re-visioned) program different than the current program?

The re-visioned program is different from the current program in that it recognizes the needs of

the early childhood community as a whole rather than focusing primarily on preschool children

in public school settings. The re-visioned program reflects the fact that early childhood

educators work in a variety of settings and seeks to meet the needs of all early childhood

teachers. Teachers working in Head Start programs and More at Four programs in private

childcare facilities adhere to the same licensure requirements as public school pre-kindergarten

teachers. Early childhood educators may also work in community agencies serving young

children. To meet the needs of the early childhood community at large, the re-visioned program

will offer a bachelor’s degree in birth-kindergarten education with two tracks - teaching and non-

teaching. Knowledge of assessment, child development, and special needs is necessary for those

serving children in community agencies and non-public settings. The non-teaching track offers

educational opportunities for those working with young children in capacities other than

teaching.

For candidates pursuing a teaching degree, the new program is more flexible in its course

requirements. The current program does not offer electives to candidates unless Praxis I has been

passes prior to the second semester of the sophomore year. The re-visioned program offers

electives to prospective teachers to allow them to gain more of an understanding in particular

areas related to early childhood education. The new program also focuses on global awareness,

diversity, assessment, and collaboration. These areas must be understood by candidates to

effectively teach and advocate for children ages birth through five.

4

4. Why are the specific changes (revisions) being made?

Revisions are being made to the curriculum to better prepare candidates for a range of

opportunities in the early childhood field. The input of early childhood partners demonstrated a

need to combine, revise, or add courses to prepare candidates to teach in a variety of public and

private settings. Revisions were also made to address the new NC Professional Teaching

standards, Birth-Kindergarten Standards, and 21st Century standards.

5

Birth through Kindergarten Education

Specialty Area Courses (Teaching) – 35 Credit Hours

Current Proposed BKED 330 Educational Assessment of

Infants, Toddlers and

Preschoolers

3 BKED 330 Educational Assessment of

Infants, Toddlers and

Preschoolers

3

BKED 305 Language and Literacy Dev 3

BKED 454 Inclusive Preschool

Environments

3 BKED 454 Inclusive Preschool

Environments

3

HLTH 369 Principles of Nutrition 3 HLTH 369 Principles of Nutrition 3

EDUC 203 Intro to Instruct. Computer

Technology

3 * Included in General Studies

requirement

HIST 376 History of North Carolina 3

EDUC 349 Classroom Management

Techniques

3

MUS 227 Fundamentals of Music 1

MGNT 221 Principles of Management 3 BUAD 115 Introduction to Business 3

EDUC 202 Music and Art in the Classroom 2

SOWK 220 Human Diversity 3 SOWK 220 Human Diversity 3

SOC 401 The Family 3 SOC 401 The Family 3

HLTH 367 Health and First Aid 2 HLTH 367 Health and First Aid 2

BKED 460 Issues and Trends in Early

Childhood Education

3 BKED 460 Issues and Trends in Early

Childhood Education

3

BKED 475 Autism Spectrum and Related

Behavior Disorders

3 BKED 475 Autism Spectrum and Related

Behavior Disorders

3

BKED 301 Child Development I: Infants and

Toddlers

3

BKED 302 Child Development II: Preschool

and Kindergarten

3

BKED 402 Communication and

Collaboration with Families,

Educators, and Agencies

3

The Non-Teaching Track differs from the teaching track in the following ways:

1. The specialty courses focus on early childhood programs and policies in settings other than

public schools such as private childcare facilities and community agencies.

2. The professional courses do not include curriculum development for infants/toddlers and

preschool/kindergarten.

3. An additional business course is required to prepare graduates to operate private early

childhood facilities.

4. Two internships are required. One internship will take place in an early childhood program

outside of the public schools and the other will take place in a community agency.

6

Lateral Entry Course Requirements - 32 Credit Hours

Lateral entry candidates must complete the following courses:

BKED 301 – Child Development I: Infants and Toddlers (3)

BKED 302 – Child Development II: Preschool and Kindergarten (3)

SOC 401 – The Family (3)

BKED 330 – Educational Assessment of Infants, Toddlers, and Preschoolers (3)

BKED 402 – Communication and Collaboration with Families, Educators, and Agencies (3)

BKED 454 – Inclusive Preschool Environments (3)

BKED 325 – Infant and Toddler Curriculum Development and Practice (4)

BKED 420 – Preschool Curriculum Development and Practice (4)

BKED 475 – Autism Spectrum and Related Behavior Disorders (3)

SPED 370 – Positive Behavior Support (3)

Licensure-Only Course Requirements - 44 Credit Hours

Licensure-only candidates must complete all of the required courses for lateral entry plus

student teaching for a total of 44 credit hours.

BKED 301 – Child Development I: Infants and Toddlers (3)

BKED 302 – Child Development II: Preschool and Kindergarten (3)

SOC 401 – The Family (3)

BKED 330 – Educational Assessment of Infants, Toddlers, and Preschoolers (3)

Bked 402 – Communication and Collaboration with Families, Educators, and Agencies (3)

BKED 454 – Inclusive Preschool Environments (3)

BKED 325 – Infant and Toddler Curriculum Development and Practice (4)


BKED 475 – Autism Spectrum and Related Behavior Disorders (3)

7


BKED 480 – Seminar (P/F)

BKED 490 – Student Teaching (12)

Graduates of the Birth-Kindergarten non-teaching program must complete the following

requirements to obtain licensure:

1. Pass Praxis I.

2. Complete the following courses with a grade of C or higher (26 credit hours):

BKED 325 –Infant and Toddler Curriculum Development and Practice (4)


EDUC 309 –Literacy in the Elementary School (3)


BKED 480 – Seminar (P/F)

BKED 490 – Student Teaching (12)

Part B – Involvement of Public School Partners

1. How were the public school partners involved in the re-visioning of your specific

program?

The Elizabeth City State University Birth-Kindergarten Program values the professionalism and

expertise of our partners in the early childhood community. For this reason, we invited various

stakeholders to participate in this process. Representatives from LEAs, community agencies,

private childcare, and federal programs were invited to serve on the re-visioning committee. At

our first re-visioning meeting, the following areas of concern were identified: 1) the need to

incorporate more courses focused on infant/toddler curriculum and development and 2) a lack of

service learning opportunities in preschool settings. Additional needs were expressed during a

second re-visioning meeting. Needs expressed include: 1) training in childcare regulations,

licensing, and rating scales, 2) additional courses to address the kindergarten curriculum, 3)

effective communication and collaboration with families and agencies, 4) documentation, record-

keeping, and preparation of reports, 5) an awareness of early intervention, characteristics of

disabilities, and support services available for infants, toddlers, and preschoolers, 6) candidates

should have an opportunity to complete internships in settings other than public schools since

8

services for children ages birth-five are provided in a variety of early childhood settings, and 7) a

need for a Spanish class to promote communications with Spanish-speaking children and

families in the counties served by the university. These areas of concern were prioritized

throughout the planning process and the result is a Birth-Kindergarten program that offers a

teaching and non-teaching track. The graduates of the non-teaching program desiring to obtain

birth-kindergarten certification must pass Praxis I and complete 29 additional hours of

coursework which includes 17 credit hours of coursework and 12 credit hours of student

teaching.

2. How will the public school partners be involved in the delivery of the program?

Early childhood partners will be involved in the delivery of the program by providing facilities in

which candidates can complete field studies/observations as well as through committee meetings

held each semester. Partners will have an opportunity to review course syllabi and offer

suggestions each semester.

3. How will public school partners be involved in the evaluation of the program?

Early childhood partners will be able to provide feedback to the program coordinator whenever a

concern arises. Partner will also be involved in the evaluation of the program through regularly

scheduled committee meetings held each semester. Student grades, performance in clinical

settings and other issues related to the curriculum will be discussed during the meetings.

9
















Required: 3b.1





area.


Documentation of

Learning -

Comparative Case

Study


that is a research application in the early

childhood specialty area. The project must

reflect a synthesis of the depth of

understanding and application of content

knowledge.

Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study

A comprehensive unit plan will be

developed that focuses on major






3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



10






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

11





NORTH CAROLINA TEACHER STANDARD

KEY EVIDENCE(S) FROM SECTION I


ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

12




ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


#1 #2 #3 #4 #5 #6 #7 #8

13




ELEMENTS

special needs.

#1 #2 #3 #4 #5 #6 #7 #8


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


14




ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15




ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

16




ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

17






and II; and


#1 Required (State prescribed)- Content Knowledge Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area.










Course No. Course Name Crd

Hr

BKED 330 Educational Assessment of Infants, Toddlers and Preschoolers 3

BKED 454 Inclusive Preschool Environments 3

HLTH 369 Principles of Nutrition 3

SOWK 220 Human Diversity 3

SOC 401 The Family 3

HLTH 367 Health and First Aid 2

BKED 460 Issues and Trends in Early Childhood Education 3

BKED 475 Autism Spectrum and Related Behavior Disorders 3

BKED 301 Child Development I: Infants and Toddlers 3

BKED 302 Child Development II: Preschool and Kindergarten 3

BKED 402 Communication and Collaboration with Families, Educators, and Agencies 3

TOTAL 32

18


and II.



















19


Content Knowledge: Evidence that demonstrates candidate depth of understanding and

application of content knowledge in the specialty area.


1. Name of Evidence: Comparative Case Study: Ecological Systems Theory


Candidates will demonstrate depth of understanding and application of the Ecological Systems

Theory (EST) through the completion of a comparative case study of two children. The

developmental impact of all areas of the ecological theory will be addressed as candidates

examine microsystems, mesosystems, exosystems, macrosystems, and chronosystems.

Candidates will document developmental impact over a period of one semester using

observation, teacher and parent interviews, and assessment data.

The foundation for the case study will be built as the Ecological Systems Theory is addressed in

BKED 301 and 302, Child Growth and Development I and II, BKED 330 - Educational

Assessment of Infants, Toddlers, and Preschoolers, and BKED 335 - Communication and

Collaboration in Schools and Communities. The actual case study will be completed in BKED

454 - Inclusive Preschool Environments.

Depth of understanding and application of the Ecological Systems Theory will be displayed as

candidates integrate knowledge of child development theories, observation, assessment, and

analysis during the case study process. Candidates will interact with families and communities as

they conduct the EST case study, and will foster relationships with families and community

support as candidates complete the Evidence. Depth of content knowledge will be demonstrated

through a rating of acceptable or target on the attached rubric.

Specific Directions Provided to the Candidates

Depth of understanding and application of birth-kindergarten content knowledge will be

demonstrated as candidates conduct a comparative case study based on the Ecological Systems

Theory. Candidates will develop a comparative case study of two children in relationship to their

family members and other influences within the ecological system. During the case study

process, candidates will acquire an awareness of family strengths, needs, and resources.

Candidates will also describe relationships across systems, focusing on how each system impacts

development. Multiple methods will be used to gather data including teacher interviews, parent

interviews, observation, and formal/informal assessment. Depth of understanding will be

assessed through a written analysis of the case study as well as an oral presentation. The

following assignments will be completed prior to the case study:

1. Candidates will create a journal of developmental theories addressing social, emotional,

cognitive, and physical development of children ages birth-five, with an emphasis on the

Ecological Systems Theory. (BKED 301 and 302)

2. Candidates will conduct formal and informal observation and assessment, and will

explore the impact of outside influences on development. (BKED 330)

20

3. Candidates will establish relationships with parents and the community, and will

select/identify children for the case study. Micro- and mesosystem analysis will occur.

(BKED 335)

In BKED 454, candidates will conduct an Ecological Systems Theory Case Study involving two

children, which synthesizes the content knowledge of early childhood education, specifically,

Birth through Kindergarten. This culminating project will include the following:

4. A written case study comparing the developmental impact of microsystems,

mesosystems, exosystems, macrosystems, and chronosystems will be completed. (BKED

454)

5. The case study will be presented orally to a group of peers, faculty, and early childhood

partners. The oral presentation will include a form of technology selected by the

candidate.


and II

This project will demonstrate depth of knowledge (3b1) in the Birth to Kindergarten specialty

area by addressing Standard 1: BK teacher candidates have a comprehensive knowledge of

typical as well as atypical patterns of child development and Standard 4: BK teacher candidates

use authentic, ongoing assessment of children’s abilities to plan, implement, and evaluate

programs that build upon each child’s unique strengths. The evidence addresses candidate depth

of understanding and application of content knowledge by providing an opportunity for

candidates to compare developmental levels of children with and without disabilities.

4. How the evidence is/will be evaluated by the institution

The evidence will be evaluated using the attached rubric. The case study will be presented to a

group of peers, faculty, and early childhood partners both as a written case study report and as an

oral presentation. Each project will be evaluated by at least two different experts including

faculty and early childhood partners to ensure fair and equitable evaluation of all candidate work.

This participation of various stakeholders will also provide opportunities for programmatic

change, as necessary.

21






4d.1, 4e.1, 4f.1, 5c.1.




































22













classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.




learning












learning needs.







4c.1 Uses a variety of appropriate methods and Instruction may require varied tasks, supports, materials,

23

materials to meet the needs of all students. additional motivation, or adaptive/assistive equipment for






























24


Dispositions Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,




4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.











3. N/A












25






and supports.






























and II.





26







needs (4b.1).









































27

#6 Required-- Leadership and Collaboration Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.














implementation.


and II.





















28













Comparative Case Study Rubric

Written Report

Unacceptable Acceptable Target

Data Selects only one or

two methods to gather

data

Uses at least three

methods to gather data

including teacher/parent

interviews, observation,

and informal/formal

assessment

Gathers data using four or

more methods including

teacher/parent interviews,

observation, and

informal/formal

assessment

Observation

Hours

Spends less than 20

hours observing child

and gathering data

Spends at least 20 hours

observing child and

gathering data

Spends more than 20

hours observing child and

gathering data

Developmental

domains

Documents

developmental impact

of EST in one or two

domains

Describes

development in each

area in two to three

sentences

Documents development

in physical, social,

emotional, and cognitive

domains

Provides detailed

descriptions of each

developmental area , that

demonstrates deep

conceptual understanding.

Documents development

in physical, social,

emotional, and cognitive

domains

Describes each

developmental area in

great detail and provides

specific examples.

Shows a level of

conceptual understanding

that exceeds the

expectation for

undergraduate education.

Analysis Fails to show how

levels of EST are

Shows how levels of EST

are interrelated

Clearly presents the

interrelatedness of the

levels of EST and its

29

interrelated

Does not explain how

environment impacts

development

Explains how levels of

EST impacts

development

Compares and contrasts

development of the two

children using child

development theories

and/or data collected for

each child

impact on development

Analyses demonstrates

independent, synthetic,

and/or integrative thought

and shows unique insight

into the development of

children in the context of

their lives.

Writing Major grammatical,

spelling, or

punctuation errors

Lack of clarity or

cohesiveness in

writing

Minimal grammatical,

spelling, or punctuation

errors

Writing is clear and

cohesive

Logical connections

among concepts

Writing meets acceptable

level plus :

Provides vivid

descriptions

Well developed sentences

Presentation of Case Study

Content

Omits relevant

information

concerning typical

patterns of

development and

levels of EST

Does not present

analysis of data

Does not reflect upon

case study experience

Clearly and

comprehensively presents

relationship between

developments and EST

Reflects upon experience

and shares how it will

impact future experiences

in early childhood

settings

Meets acceptable level

plus helps audience

understand what is

considered typical and

atypical development

Format Presentation is

difficult to follow

Does not engage

audience

Does not include

resources or materials

Presentation can be easily

followed

Engages audience

Includes resources or

materials (handouts)

Meets acceptable level

plus elicits audience

participation in the

presentation

Technology Does not use

technology in the

presentation

Uses technology to

present content (power

point, video conference,

etc.)

Uses more than one form

of technology (power

point, video conference,

etc.)

30


















S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*




evidences rubrics

*

*

*

*

Utilize continuous

31


communications with

stakeholders, and

student feedback to

fine-tune program

* * * * * * * * * * * * * *

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

June 15, 2010



Delineation of what counts for content for each license/program area has been included in

EE #1, item 2.





P-12 students have been added so that it is clear that the candidates are working with

public school students (1a1).

Clarification and modifications were provided to delineate that candidates provided

evidence that P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).

2


Elementary Education















program approval.












Elementary Education – The Program

A. A description of how the proposed program has been re-visioned to reflect the North

Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions

embedded in them and the rationale for the changes, i.e., how the new program is

different from the current program, how it reflects the North Carolina Standards for

Teachers and the 21st century knowledge, skills, and dispositions embedded in the

standards, and why specific revisions are being made.

3

Once given the task to review the current course requirements, the elementary education

faculty immediately began a discussion about the current program and how the current

courses aligned to the “new” North Carolina Standards for Teaching and 21st century

knowledge skills and dispositions. The current program provides professional education

courses for students wanting to major in elementary education. The elementary program

prepares students to teach kindergarten through sixth grade. A minimum of 124 semester

hours are required to complete the program and elementary majors are required to

complete a total of sixty hours of field experience in a public school classroom setting.

The first step in the revisioning process was to invite community partners to the

university to explain the revisioning and ask their assistance with the task. After a

committee was formulated surveys were developed and focus group meetings were

planned with groups that represented elementary schools, elementary teachers,

undergraduate students, graduate students, student teachers, cooperating teachers and

parents. Each focus group began with an overview of the current data and the new NC

Standards for 21st Century Learning and the North Carolina State Board of Education’s

mission which provided background information for each focus group.

The final analysis of the surveys and focus group discussions validated the need for

changes in the elementary education program. The results suggested a need for additional

reading and language arts courses to include all aspects of communication listening,

speaking, viewing, reading, thinking and writing. It was also apparent that additional

time is needed for mathematics and the courses needed realignment to provide more time

on mathematical conventions to increase student’s knowledge and understandings.

In the current program, students are provided a science course option of either physical

science or biological science. In the new program, students are required to take

biology/Lab and physical science/Lab or geological science/Lab. To address the civic

competence of the new standards, geography was added to meet the new teaching

standards for social studies. Technology and assessment components were added to each

methods course and an additional course for assessment and measurement is proposed.

Other changes include a course in Positive Behavior Management, which is the adopted

method of classroom management for the state of North Carolina.

The matrix below demonstrates how the current program is different from the proposed

program.

B.S. ED. Degree in Elementary Education K-6

General Education Core

46 Credit Hours Current Proposed

GE 102 English Comp and Grammar 3 GE 102 English Comp and Grammar 3

GE 103 English Comp and Vocabulary 3 GE 103 English Comp and Vocabulary 3

GE 201

World Literature I 3 GE 201

SPAN 101

World Literature I

Spanish

3

3

EDUC 203 Introduction to Computers… 3 EDUC 203 Instructional Technology

3

MATH

121

Number Systems and Algebra 3 MATH 121 Number Sense, Numerical

Operations and Algebraic

Thinking

3

MATH Geometry and Data Analysis 3 MATH 122 Spatial Sense, Measurement and 3

4

122 Geometry

GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1

GE 155 /L Principles of Biology 4

GE Natural Sciences and Math 4 GE 158/L

GE152/L

Principles of Geological Science

Or Principles of Physical Science

4

GE 140 World Civilization I 3 GE 140 World Civilization I 3

GE 141 World Civilization II 3

GE 142 Intro to Geography 3

GE PE PE Activities 2 GE 363 Group Games and Rhythms 1

GE Fine Arts and Communication 2

2

GE

SPCH 214

Fine Arts and Communication

College Speech

2

2

GE 185 Health Concepts 2 GE 185 Health Concepts 2

PSY 212 Intro to Psychology 3 PSY 212 Intro to Psychology 3

46

hrs

Specialty Area Course Requirements

19 credit hours Current Proposed

EDUC 201 Foundations of Education 3 EDUC 210 PS I Introduction to Education 3

EDUC 202 Music and Art in the

Classroom

2 EDUC 202

Music and Art in the Elementary

Classroom

2

POLS 301 American National

Government

3

HIST 376 History of North Carolina 3

PE 363 Group Games and Rhythms 1 PE 363 Group Games and Rhythms

ENGL 319 Children’s Literature 3

EDUC 220 Sophomore Seminar P/F EDUC 199

EDUC 200

Pre-Professional Studies I

Pre-Professional Studies II

2

1

EDUC 349 Classroom Management

Techniques

3 SPED 370 Introduction to Positive Behavior

Support

3

MUS 227 Fundamentals of Music 1

EDUC 225 Explorations in Mathematics 3

EDUC 250 Introduction to Reading 3

HLTH 373 Health in the Elementary

School

2 HLTH 373 Health in the Elementary School 2

21 19

Professional Core Courses

42 Credit Hours Current Proposed

EDUC 479 Multicultural Education 3 EDUC 310 PS II : Special Educ and Diverse

Learners

3

READ 310 Teaching Reading and

Language Arts in the

Elementary School

3 ELEM 300

Reading and Language Arts

3

READ 320 Reading in the Content Areas 3 EDUC 350 Intermediate and Content Reading 3

SPED 346 Introduction to Special

Education

3

5

EDUC 413 Instructional Methods in the

Elementary Curriculum

3 EDUC 410 PS IV: Instructional Methods and

Leadership

3

EDUC 431 Mathematics Methods 3 EDUC 430 Mathematics Method in the

Inclusive Class

3

EDUC 434 Science Methods 3 ELEM 395 Science Methods in the Inclusive

Class

3

EDUC 436 Social Studies Methods 3 ELEM 390 Social Studies Methods in the

Inclusive Class

3


Educ. Issues

P/F EDUC 478

Seminar in Contemporary Educ.

Issues

P/F


PSY 302 Human Development 3 EDUC 360 PSIII: Teaching and Assessment 3

PSY 309 Educational Psychology 3 SPED 450 Implementing Positive Behavior

Support

3

EDUC 349 Classroom Management 3 EDUC 370 Introduction to Positive Behavior

Support

3

EDUC 433 Observation and Supervised

Teaching in the Elementary

School

12 EDUC 433 Observation and Supervised

Teaching in the Elementary

School

12

42 42

B. How public school partners were involved in the re-visioning of the program and how they

will be involved in the delivery and evaluation of the program.

Public School partners involved in the process and evaluation of the program represent

the Northeastern Counties of North Carolina. Schools partners attended the elementary

re-visioning committee meetings and provided input to the re-visioning process. The

partners and focus group members represented a broad range of elementary classroom

teachers K-6, elementary principals, assistant principals, cooperating teachers, parents

and ECSU graduates and undergraduates participated in the elementary re-visioning

process.

The LEA partners reviewed the current course requirements and the purposed courses

requirements for elementary education on three different occasions before the final draft

was submitted to administration for review prior to the DPI submission.

The proposed changes were made to produce elementary teacher candidates who are

prepared to execute the North Carolina State Board of Education’s mission of ensuring

that one hundred percent of public school students graduate from high school and are

globally competitive for work and/or higher education ECSU elementary teacher

candidates must graduate as 21st Century Educators to complete the mission of The North

Carolina State Board of Education. The Elementary Re-visioning Committee will

reconvene once feedback and approval is received from the North Carolina State Re-

visioning Review Team.

6



candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected

in the program standards. The template briefly describes each evidence and identifies the descriptors of the elements of the standards

each addresses. The recommended alignment of the descriptors with the evidences is reflected in the template. The template submitted

reflects the alignment used by the institution

Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the

Standards Addressed by the Evidence





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.

Required: 3b.1





area.

Reading Research

Project

Candidates will design a culminating

project that is a research project. The

project must reflect a synthesis of the depth

of understanding and application of reading

knowledge.

Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards/

Course of Study

Candidates will develop a

comprehensive, unit plan that focuses

on major concepts, and includes

culturally-responsive teaching practices

with differentiation designed to meet

the needs of students


3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1,

4f.1, 5c.1



Evidence that demonstrates

knowledge, skills, and dispositions in

practice.2

LEA/IHE

Certification of

Teaching Capacity

State-required evaluation of the

candidate completed by the institution

and the cooperating teacher.

Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2,

5a.1


7



Learning: Evidence that

demonstrates impact on student

learning.

Comprehensive

Mathematics

Assessment Plan

Candidates with the assistance of the

cooperating teacher will select students

in need of additional instructional

support in mathematics. The candidate

will conduct a pre-assessment, plan and

implement instruction and conduct a

post-assessment to document the

candidates’ impact on student learning.



Evidence that demonstrates

leadership and collaboration.

Candidate

Leadership Project

In collaboration with their advisor,


teacher the Candidates will utilize school

improvement plan data to assist the school

in the development of a plan for

improvement. Candidates will

demonstrate knowledge, skills and

dispositions in leadership and

collaboration.


2e.1, 5b.1

8







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

9



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

10



ELEMENTS


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


11



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

12



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

14






and II; and










Education Program entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required

for maintaining eligibility in the program. The following courses are used by candidates to

demonstrate competencies:


ELEM 202 Music and Art in the Classroom 1

PE 363 Group Games and Rhythms 1

ELEM 210 PS I: Introduction to Education 3

EDUC 225 Explorations in Mathematics 3

ELEM 250 Introduction to Reading 3

ELEM 300 Reading and Language Arts 3

SPED 370 Introduction to Positive Behavior Support 3

EDUC 310 PSII: Special Education and Diverse Learners 3

EDUC 350 Intermediate and Content Reading 3

EDUC 360 PSIII: Teaching and Assessment 3

HLTH 373 Health in the Elementary School 2

ELEM 390 Social Studies Methods in the Inclusive Class 3

ELEM 395 Science Methods in the Inclusive Class 3

ELEM 410 PS IV: Instructional Methods and Leadership 3

ELEM 430 Mathematics Methods in the Inclusive classroom 3

15

SPED 450 Implementing Positive Behavior Support 3

EDUC 433 Clinical Practice 12

EDUC 478 Seminar in Contemporary Issues P/F


and II.












Application for Clinical Practice is evaluated by the Office of School Services and by the Office of

Teacher Education prior to approval for beginning the year long U-Step Internship Program. The

candidate’s credentials are evaluated again by both the Office of School Services and by the Office

of Teacher Education upon completion of the field experience. A final evaluation of the




16





teaching specialty.

1. Name of Evidence: Reading Research Project


The Reading Research Project is an advisor-approved research project. Candidates must decide on

a focus and prepare a proposal detailing their study. Within the contextual focus area, the candidate

will use critical thinking and problem-solving skills to apply his/her expertise learned in the major

studies to real-world school and/or community issues. North Carolina describes future-ready

students as being proficient readers. In many low-income areas such as Northeastern North

Carolina reading proficiency is an impediment to future academic and economic success. For these

reasons, candidates will research a component of reading; either phonemic awareness, the

alphabetic principle or reading comprehension. Candidates will submit a written paper and will

present their findings to their peers, School of Education faculty, and interested LEA partners.

Rubrics will be designed to evaluate separate components of the project including depth of content

knowledge, appropriateness of sources, effective writing, presentation, and information media

literacy. Candidates will also conduct a self-assessment.

The project must include a written research paper that incorporates multiple perspectives, not just

Eurocentric. The project is intended to be innovative, creative, and an original work. The final

product should be clearly presented in a specified form, suitable for inclusion in an

electronic/professional portfolio or other permanent record. Completed projects must demonstrate

that the candidate:

Uses research and inquiry methods appropriate to this project;

Commands a thorough understanding of reading in elementary education;

Accesses and uses current and foundational literature in elementary education;

Expresses the nature, means and intent of the project with clarity;

Uses comparative analyses of verified-research approaches to propose best techniques for

mastery of learning;

Candidates will use information and communications technology to present their research paper to

a team upon the completion of the research paper. This high quality multimedia presentation must

accompany the oral presentation.

17

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and

II.

The Reading Research Project is an in-depth study that reflects a synthesis of the depth of

understanding and application of content knowledge. This project will demonstrate depth of

knowledge (3b1) in the Elementary Education specialty area of reading acquisition and

development.

This project will also meet the following Specialty Area Standards: Standard 1: Elementary

grades teacher candidates have the knowledge and understanding of language and how language is

used to develop effective communication in listening, speaking, viewing, reading, thinking, and

writing. Specifically, it addresses 1A: the function, influence and the diversity of language; 1C:

foundations of reading; and 1D: reading processes through a wide range of text.


A team of faculty members and LEA partners will develop rubrics that will be used for the

Reading Research Project ) Electronic Evidence #2. The Reading Research Project will be

evaluated utilizing an in-depth rubric that ensures consistent quality across projects. Candidates

will begin the project during the Introductory Reading course. The course instructor using the

common rubric will evaluate work completed at that time. Candidates will continue working on

the project throughout the following two reading courses: ELEM 300 and EDUC 350.. The final

evaluation will occur prior to student teaching. At that time, all projects will demonstrate an

acceptable level of in-depth knowledge regarding the reading process. The project will be

evaluated by at least two different experts including faculty and LEA team members, to ensure fair

and equitable evaluation of all candidate work. This participation of various stakeholders will also

provide opportunities for programmatic change, as necessary.

18





It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1,

4e.1, 4f.1, 5c.1.




2. Specific directions and/or requirements for the evidence provided to the candidates: Each

candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed

to meet the individual instruction needs of student in a heterogeneous classroom The candidate

must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century Framework,

technology, etc.) and benchmarks for the grade or course and determine a focus for the unit. The

instructional plans within the unit will be differentiated to show how candidates provide students

with different avenues to acquiring the designated content; to processing, constructing, or making

sense of ideas; to developing teaching activities and products so that all students in the classroom

learn effectively regardless of differences in ability; and to incorporate group input and feedback

into the work as teams collaborate and cooperate. Candidates’ units must include some essential

features such as:




Critical and creative thinking must be designed in lessons for the culturally-responsive and

globally-connected classroom.

Incorporate evidence-based instructional strategies that help students acquire and integrate

knowledge, and practice, review, and apply knowledge. Instruction may require varied

tasks, supports, materials, additional motivation, or adaptive/assistive equipment for


On-going assessment of student readiness and growth must be included for meaningful and

successful differentiation. Assessment should occur before, during, and following






As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing

and monitoring student performance, and communicating results. Candidates should consult other

specialists to assist in developing and varying instruction based on student needs. Through this

collaboration and reflection, each candidate will select a model lesson plan from the unit that will be

videotaped in the school setting. The complete unit plan and a written reflection of the total

19

experience will be required of each teacher candidate. The complete unit plan and a written

reflection of the total experience will be required of each teacher candidate. The unit will be

developed the semester prior to Senior year during field experience. A rubric will be developed for

the unit and the written reflection.









classroom.


on-going assessment

















disciplines.


studies)




instruction.





students and plans instruction accordingly.

assessment … essential to helping teachers provide more




students.




learning












learning needs.

Candidates will collaborate with cooperating teachers on goal










20






















two additional professors familiar with instructional practices, and class peers from the candidate’s

methods course will evaluate the candidate’s unit plan, multimedia presentation, and written

reflections. Each candidate will introduce his/her unit plan, multimedia presentation; explain

his/her instructional goals, the research-based practices used, the assessments used, the





21


Dispositions




Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1,

4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.

The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher Candidate

Evaluation Rubric. The Teaching Certification document is verified with signatures by the school

district and the university to certify to the state that the preservice candidate has demonstrated

proficiency in the big picture areas of Professionalism, Classroom Climate/ Culture, Instruction,

Evaluation/Assessment, and Impact on Student Learning. The candidate must meet each of the

descriptors identified in the Teaching Certification document to be recommended for licensure as

well as all other state and institutional requirements. The candidate’s signature does not imply

agreement with the ratings. The signatures of the cooperating teacher, principal (or designee), and

university supervisor verify the accuracy of an agreement with the ratings on each descriptor.

3. N/A


During the clinical practice semester, cooperating teachers and university supervisors provide early

and ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to

accept feedback, and sensitivity to individual differences in students. Assessments occur through

progress reports and formative and summative evaluations.





22



23






and supports.



integrates technology, is based on a continuous improvement model, and is used to drive


matter. Candidates will utilize ongoing authentic assessments and will include formative

assessments, benchmark assessments and statewide summative assessments that are proposed as a

part of the North Carolina Department of Public Instruction “Framework for Change” initiative.

The Comprehensive Assessment Plan will be utilized by the student teacher/clinical intern to drive

instruction prior to and during clinical practice in his/her assigned P-12 public school. The student

teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor,

parents, administrators at the assigned P-12 public school and the students themselves will utilize

the plan to closely monitor academic progress and to focus on areas that need improvement. In this

way, the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents

and the students and local P-12 administrator will know what good instruction work looks like and

progress the assigned P-12 school is making toward closing the achievement gap. The formative

assessment plan will focus on assessing the student achievement. P-12 students will be able to

utilize assessments to learn from their mistakes, take and retake tests and make continuous

improvements.


Internship Experience while the candidate continues to learn as an apprentice under the leadership

and guidance of his/her methods instructor, from the university supervisor and cooperating/ mentor

teacher from his/her assigned P-12 public school.


and II.




outlined in the North Carolina Standard Course of Study. Since the candidate will take the lead in

the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and


(1a.1). By working closely with their methods instructor and cooperating teacher in developing and

24

implementing the “Comprehensive Assessment Plan,” candidates will experience firsthand the

value of collaborating with colleagues in planning, monitoring student performance and making

data driven instructional decisions that are responsive to an individual student’s learning needs

(4b.1).

Candidates’ comprehensive assessment plan, driven by data and integrating technology will

demonstrate P-12 student achievement of higher order of thinking. Technology will be used as a

tool to research, organize, evaluate and communicate information. P-12 student work must show

that data are gathered from formative assessments, ongoing, and summative assessments.

Candidate must show that they used the data to reflect upon the points in the assessment and

learning process where specific students and groups of students began to show evidence of growth

or difficulty in their learning and where candidates made modifications to impact positively the

students’ learning. By utilizing on-going research based teaching strategies, creating a variety of

authentic assessments and utilizing formative and summative assessment data available the

candidate will be able to plan and scaffold instruction appropriate to meet the individual

instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group,

regroup, provide supports and facilitate learning for all students regardless of their diverse

backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to

analyze student learning and chart a course to improve student learning (4h.1, 5a.1).

Throughout the process of developing, implementing, and evaluating their Comprehensive

Assessment Plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate

21st Century Skills through incorporating global awareness, technology integration, media literacy,

critical thinking, problem solving and collaboration. The Comprehensive Assessment Plan must

provide opportunities for student collaboration and innovation. The Comprehensive Assessment

Plan will require candidates to demonstrate their ability to utilize 21st Century technology to

communicate and collaborate effectively with a team of University and P-12 school personnel

including their cooperating teacher, cooperating principal and university supervisor. Candidates

will integrate information from a wide variety of sources, ask significant questions that clarify

various points of view that lead to better solutions, and reflect critically on learning experiences.

Throughout the process, candidates must articulate thoughts and ideas effectively using oral,

written and nonverbal communication skills in a variety of forms and contexts including digital

technologies (computers, PDAs, media players, GPS, etc.), networking tools and social networks

(4h.2).







rubric will be developed during the summer of 2010.

25








Seminar. Research for their Candidate Leadership Project will begin in EDUC 210: Introduction

to Education. Utilizing the “Project Graduation” model, candidates will design and implement a

project as an apprentice to and in collaboration with their advisor, cooperating/mentor teacher and

cooperating school that provides a solution to a need identified in the selected school’s School

Improvement Plan.




implementation.


and II.

Candidate will be required to engage in collaborative and collegial professional learning activities

in understanding and evaluating the critical elements of the selected school’s school improvement

plan in order to determine what the needs are from the outset of the project (1b.1, 1b.2, and 1c.2),

1c.2. The candidate will collaborate and engage in professional learning activities further as he/she

selects an area of need and develops and implements an improvement plan for ameliorating the

need (1b.1). The Candidate Leadership Project must be based on a need that is identified in the

selected school’s improvement plan and must be data driven. Data must also be used throughout

the project in order to validate that the selected intervention project for meeting the identified need

was successful (1c.2, 1b.3). The Candidate Leadership Project will require professional

development on an on-going basis - prior to the development of the project, during the

development and implementation of the project and at the end of the project. The professional

development will begin with an overview of the school improvement planning process and will be

conducted by personnel from the selected school. During their field experience, candidates will be

required to become engaged in the school improvement process. On-going professional

development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The

Candidate Leadership Project will require involvement of the P-12 students’ families from the

outset. Parental permission must be obtained for the project and the project must include a

component for collaborating with families (2e.1). Becoming a reflective practitioner is one of the

six elements of the conceptual framework of the School of Education & Psychology at ECSU.

Maintaining a reflective journal has become an integral part of everything that we do. The

26

Candidate Leadership Project must include reflective journaling that will include a pre, interim,

and post reflective paper (5b.1).



assessment of the Candidate Leadership Project. Checkpoint one will take place at the beginning

of the senior year with U-Step placement. Checkpoints two, three and four will follow at the mid-

term of the first semester of the senior year, the end of the first semester of the senior year, second

semester midterm of the senior year and end of the second semester of the senior year respectively.

The project will be presented to a team of ECSU professors and LEA personnel representing the

candidates’ major, specialty area and the cooperating LEA. Implementation of the project will take

place during Year Long U-Step Internship I and II.

27









the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century themes

and new standards are appropriate for achieving the North Carolina State Board of Education’s

mission.

Implementation and on-going evaluation of the program with LEA partners will commence during

the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher education

program are expected to graduate by the summer of 2012. Continuous program assessment with

LEA partners and program improvements will be on-going. A more detailed timeline follows

below:


S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*


28



evidences rubrics

* * * *

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

Note: The letters in the header row stand for the months of the year.

1


Revisioning Changes

December 2009




EE #1, item 2.





P-12 students has been added so that it is clear that the candidates are working with




2


Secondary Education - English















program approval.


















The major in English with a minor in Secondary Education Program has been re-visioned to

reflect the North Carolina Professional Teaching Standards (NCPTS), North Carolina Art

3

Specialty Standards, 21st Century Framework knowledge, skills and dispositions and

changes recommended by Local Educational Agencies (LEAs).

Driven by the North Carolina State Board of Education’s mission and the standards

referenced above, in re-visioning, we focused on the need for deep content knowledge and

pedagogical skills that will enable candidates to meet the needs of a wide range of diverse

learners.


visioning process. To meet their general education core requirements, all students must take

sixteen hours of specifically required general education courses and may choose from a list

of course options the remaining courses to meet the 46 – 48 credit hours required for general

education. The major in English with a minor in Secondary Education Re-visioning

Committee identified from the list of course choices specific courses that candidates for the

bachelors’ degree must complete to meet the general education core requirements. By

beginning to integrate 21st Century themes from the beginning of their education at ECSU

and continuing them throughout the program, we could ensure that candidates graduate with

the skills required of 21st Century educators.

Beginning in the freshman year, potential candidates take Freshman Seminar in which they

are immersed in the financial literacy module, personal and social responsibility module, and

ethical behavior module. The EDUC 203 technology course will be moved to general

education requirements to satisfy an ECSU requirement for technology.

During focus group sessions with leadership teams, educators from systems across the

service area, and department members the following needs emerged: additional practical

experience, ability to actively engage all learners, and ability of candidates to actively engage

the family and community in their children’s education.

In addition to changes in the hours of field experience required for the various required

courses, courses requiring field experience will be grouped to provide additional hours of

field experience during the year long internship that begins the semester prior to student

teaching. Changing from one semester focused on honing clinical practice/teaching skill to

more time in real classrooms in the first semester is a major change. So, the senior year will

have Internship I the first semester and Internship II (full-time clinical practice) during the

second semester. Internship II will carry 12 semester hours instead of the current 6 semester

hours. The psychology courses, Human Development and Educational Psychology, will be

dropped and a new course Child Development for Learning and Assessment will be added.

This course will have a defined product outcome to assist candidates with required evidences.

The following statements demonstrates how the current program is different from the

proposed and how it reflects the North Carolina Standards for Teachers and the 21st Century

knowledge, skills and dispositions embedded therein. A curriculum review was conducted

during the 2007-2008 academic year. The English Department has amended its course

content to address the new standards adopted by the State Board of Education.

4

The candidates will develop skill in organizing and budgeting to create a successful high

school English Education program. Special emphasis will be placed on candidates remaining

current in theoretical research and research validated practices.

All of the North Carolina Professional Educator Standards, as well as the English Curriculum

Standards are addressed throughout the program. In addition, the program has the following

emphases:

I. Incorporate technology throughout methods courses

II. Provide additional literacy courses

III. Focus on research-validated strategies across all subject areas for students with mild

disabilities educated in inclusive settings.

IV. Provide systematic opportunities to implement research-validated strategies in K-12

settings throughout the program of study

V. Provide opportunities for special education candidates to work collaboratively with

candidates in other licensure areas (especially B-K, Elementary and Middle Grades)

VI. Include the following Programmatic Themes throughout all coursework and

experiences:

a. The NC Standard Course of Study

b. 21st Century Skills

c. CEC Standards

d. Research-validated Teaching Strategies

e. Learning Strategies Across the Curriculum

f. Data-based Decision Making

The incorporation of these new standards in the English Education curriculum will aid in

producing a much better prepared candidate. With the emphasis on these five new specialty,

standards the candidate will be able to address the emerging needs and concerns of students

from the new millennium. Candidate will be more cognizant of art theory and be more

visually articulate and better able to relate to and address the arts from a more informed

multi-faceted universal perspective.

Social Studies Concentration



Current Proposed



GE Literature and Language 3 SPAN 101

Spanish I 3

GE Language and Literature 3 GE 201

World Literature I 3



3 EDUC 203 Teaching With Technology 3

GE Natural Sciences and Math 3 MATH 121 Number Systems and Algebra 3


GE 152/L Natural Sciences and Math 4 MATH 122 Geometry and Data Analysis 4

5

GE 155 L Natural Sciences and Math 4 GE 152 OR

155 L

Principles of Biological Science

OR Principles of Physical Science

4


GE 141 World Civilization II 3 GE 141 World Civilization II 3

GE/PE PE Activities 2 GE PE PE Activities 2

GE Fine Arts and Communications 2 GE Fine Arts and Communications 2

GE

Fine Arts and Communication 2

SPCH 214 College Speech 2


Social and Behavioral Sciences 3 BFIN 210 Personal Financial Management 3

Social and Behavioral Sciences 3 GLBS 300 Global Studies 3

TOTAL 47 47



CURRENT PROPOSED



3 Transferred to the General

Education Core


Education

3




3



Content Area


Content Area

3


Education Law


Education and Diverse

Learners

3



Educational Issues


Educational Issues

P/F

EDUC 430 Secondary Instructional

Methods

3 EDUC Internship I for yearlong

experience with English

Methods and Secondary

Instructional Methods in

English

3

EDUC 478 Observation and

Supervision of Student

Teaching


SPED Positive Behavior Support 3

SPED Practicum II 2

TOTAL 30 32

6

ENGLISH MAJOR, MINOR SECONDARY EDUCATION

CURRENT PROPOSED

ENGL 300 Traditional Grammar 3 ENGL 300 Traditional Grammar 3

ENGL 301 English Literature I 3 ENGL 301 English Literature I 3

ENGL 302 English Literature II 3 ENGL 302 English Literature II 3

ENGL 305 American Literature I 3 ENGL 305 American Literature I 3

ENGL 306 American Literature II 3 ENGL 306 American Literature II 3

ENGL 317 Advanced Composition 3 ENGL 317 Advanced Composition 3

ENGL 322 Advanced English

Grammar

3 ENGL 322 Advanced English Grammar 3

ENGL 327 History of English

Language

3 ENGL 327 History of English Language 3

ENGL 425 Shakespeare 3 ENGL 425 Shakespeare 3

ENGL 430 English Novel 3 ENGL 430 English Novel 3

ENGL 475 Literary Criticism 3 ENGL 475 Literary Criticism 3

ENGL 490 Career Planning Seminar 1 ENGL 490 Career Planning Seminar 1

TOTAL 34 34

RESTRICTED ELECTIVES IN ENGLISH (6 Credits)

OPEN 3 OPEN 3

OPEN 3 OPEN 3

TOTAL 6 6

Related Courses (6 Credits in Two Consecutive Courses))

SPAN 101

OR FREN

101

Elementary Spanish I OR

Elementary French I

3 SPAN 101 OR

FREN 101

Elementary Spanish I OR

Elementary French I

3

SPAN 102

OR FREN

102

Intermediate Spanish II OR

Intermediate French II

3 SPAN 102 OR

FREN 102

Intermediate Spanish II OR

Intermediate French II

3

TOTAL 6 6

TOTAL

DEGREE

124 125



In order to obtain a broad-based perspective of needs and to obtain public school input in the

design of a program that could enable candidates to realize the North Carolina State Board of

Education’s mission and produce 21st Century Educators capable of producing 21

st Century

graduates, focus groups were held with members of the leadership teams from four local

educational agencies.

In addition to the involvement of public school partners on various administrative levels, the re-

visioning of the program included focus groups with current candidates, candidates completing

student teaching, completers of the program and current teachers. Responses to the online survey

7

were negligible but face-to-face sessions were more productive. Most of the area English

teachers are graduates of ECSU’s English program. This fact gave them insight from both sides

of the issue; therefore, they have a unique perspective of candidates’ needs. The teachers will be

asked to make recommendations as they see fit in terms of how the university and the public

schools might best collaborate to strengthen the program. Results from the group discussions and

surveys were reviewed by the re-visioning team along with the New Professional Teacher

Standards, specialty standards approved for Middle Grades English by the North Carolina State

Board of Education in January 2009, 21st themes and the 21

st Century Educator’s model were

used to structure the proposed, revised Secondary English Education Program.

After feedback is received from the North Carolina State Review teams this fall, the re-visioning

team will continue to revise and field test the proposed program. We will continue to obtain

evaluative input from school leaders and practitioners and from our community partners.

8
















Required: 3b.1





area.


Documentation of

Learning Research

Project


that is a research application in the English




Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



9






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

10







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

12



ELEMENTS



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

16






and II; and













Course

No.

Course Name Crd Hr

ENGL 300 Traditional Grammar 3

ENGL 301 English Literature I 3

ENGL 302 English Literature II 3

ENGL 305 American Literature I 3

ENGL 306 American Literature II 3

ENGL 317 Advanced Composition 3

ENGL 322 Advanced English Grammar 3

ENGL 327 History of English Language 3

ENGL 425 Shakespeare 3

ENGL 430 English Novel 3

ENGL 475 Literary Criticism 3

TOTAL 33

17


and II.























teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) –

Research Project


The Culminating Project-Documentation of Learning (DOL) Research Project is an advisor-

approved project that will span two semesters beginning in the first semester of the senior year.

Candidates must decide on a focus and prepare a proposal detailing their study. Through their

Senior Capstone Course, ENGL 479, Special Studies and Research in Language and Literature,

candidates will reflect on the knowledge, skills and dispositions that they have acquired through their

studies in English and select an area that they will study indepth in language, literature, writing or

grammar and complete a project or research paper that demonstrates content knowledge in the area

selected. Candidates must demonstrate knowledge of discipline-specific technology as well as

technology for communication and management. The culminating project is an indepth study

that reflects a synthesis of the depth of understanding and application of content knowledge.

18

Within the contextual focus area, the candidate will use critical thinking and problem-solving

skills to apply his/her expertise learned in the major studies to real-world school and/or

community issues. The project can take any number of forms. For example, it might be a design

and implementation project, a theoretical or philosophical analysis of a particular problem or

issue, or development of hyper-media materials.


Eurocentric. The project is intended to be innovative, creative, and an original work. The final

product should be clearly presented in a specified form, suitable for inclusion in an

electronic/professional portfolio or other permanent record. Completed projects must

demonstrate that the candidate:

Uses research and inquiry methods appropriate to the English specialty area project;

Commands a thorough understanding of the English content area;

Links and draws upon central strands within English coursework in the conception and

execution of the project;

Accesses and uses current and foundational literature in the English area;




Advocates for engaging the disenfranchised into high quality learning in the English

specialty area.

The project allows candidates to concentrate on developing a project of a novel, creative, and

individual and/or group nature and emphasizes a strong sense of inquiry. The proposal for the

project is advisor-approved and is developed through consultation with department faculty. The

examination of the interest area will begin with the research proposal which in turn will feed into

the major written research paper. The main theory requirement is a research paper in which the

candidate will discuss a theoretical issue relating directly to his or her research project.


to a workshop group during the latter part of the first semester. This high quality multimedia



and II.

The Culminating Project-Documentation of Learning (DOL) Research Project is an indepth study

that reflects a synthesis of the depth of understanding and application of English content

knowledge. This synthesis requires that candidates demonstrate an appropriate level of content

knowledge in the teaching specialty.

Standards for English/Language Arts Teacher Candidates

Standard 1: ELA teacher candidates demonstrate knowledge and use of reading processes through the use of

a wide range of texts.

Standard 2: ELA teacher candidates demonstrate the knowledge and use of multiple composing processes.

19

Standard 3: ELA teacher candidates demonstrate the knowledge and use of the function, the influence, and

the diversity of language.

Standard 4: ELA teacher candidates demonstrate the knowledge and use of the integrated practices of

multimodal literacies.



Culminating Project-Documentation of Learning (DOL) Research Project Electronic Evidence

#2 components of 1) Research Proposal; 2) Scholarly Paper; and 3) Presentation to an Audience.

20






4d.1, 4e.1, 4f.1, 5c.1.

































21
















classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.




learning








22





learning needs.








































23


Dispositions





4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.











3. N/A








24





25






and supports.






























and II.

26











needs (4b.1).


































27








28
















implementation.


and II.




















29














30


















S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


*

*

*

*

*

*

*

31

lessons learned




evidences rubrics

*

*

*

*

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

June 2010

Electronic Evidence 1 – Content Knowledge

Clarification is provided about the minimum courses required for all candidates to take,

including transfer students and licensure only candidates.


Reference to ClassScape as a requirement is removed in order to provide program and candidate

flexibility in the use of appropriate assessment systems.

2


Special Education


Elizabeth City State University (ECSU) is submitting this program in response to the state’s call for re-


concept, a new program approval process. The process focuses on outcomes, rather than inputs,

eliminates barriers and obstacles that do not ensure quality, and allows greater institutional flexibility

based on increased rigor and accountability. ECSU will continue to seek national accreditation through

the State’s partnership agreement NCATE.


for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The

annual reviews will be coordinated by the State Board of Education and utilize trained inservice

educators and teacher educators. Through random sampling, each specialty area program will be

reviewed on a systematic basis when a critical mass of program completers is reached, but at least once

every seven years. Additionally, candidate on-the-job performance and institutional involvement with

and service to the public schools will be considered in continuing program approval.

The goal of the Special Education Program at Elizabeth City State University is to prepare 21st century

teachers to teach in the public schools of today and the future. We recognize the myriad skills and

knowledge bases that candidates will need to possess to effectively prepare K-12 students to become

successful 21st century citizens. As we have worked collaboratively to develop a new vision of teacher

education, we have kept our focus on increasing rigor in and reducing barriers to the profession. With

the assistance of our LEA partners and the input of our candidates, we have designed a rigorous

sequence of courses and experiences that are intended to ensure that candidates possess these necessary

knowledge bases, skills, and dispositions, and that provide support for candidates to develop and learn.

However, we acknowledge that not all candidates will need to go through the same sequence of

experiences and have incorporated flexibility into our program.

In general, the Special Education Program at Elizabeth City State University prepares three types of

candidates for licensure: undergraduate degree-seeking candidates, licensure-only candidates, and lateral

entry candidates. In this document, we have included information about each of the three programs of

study. Briefly, they are:

I. Undergraduate degree-seeking candidates

a. 124 hours for graduation

b. 47 hours of general education

c. 53 hours in the major

d. 24 hours of elective courses: electives should be selected with the approval of the

advisor, and should focus on either a content area or an additional licensure area

3

II. Licensure-only candidates

a. 45 hours of specialty and professional courses (includes student teaching)

b. Opportunity to apply to “test out” of required courses by submitting evidences that

candidates already possess the necessary knowledge, skills, and dispositions

c. Course work can be completed in one year, with an additional semester for student

teaching.

III. Lateral entry candidates

a. 33 hours of specialty and professional courses (does not include student teaching)

b. Opportunity to apply to “test out” of required courses by submitting evidences that

candidates already possess the necessary knowledge, skills, and dispositions

c. Program can be completed in one year.

All of the North Carolina Professional Educator Standards, as well as the Special Education: General

Curriculum Standards are addressed throughout the program. In addition, the program has the following

emphases:

I. Incorporate technology throughout methods courses

II. Provide additional literacy courses

III. Focus on research-validated strategies across all subject areas for students with mild

disabilities educated in inclusive settings.

IV. Provide systematic opportunities to implement research-validated strategies in K-12 settings

throughout the program of study

V. Provide opportunities for special education candidates to work collaboratively with

candidates in other licensure areas (especially B-K, Elementary and Middle Grades)

VI. Include the following Programmatic Themes throughout all coursework and experiences:

a. The NC Standard Course of Study

b. 21st Century Skills

c. CEC Standards

d. Research-validated Teaching Strategies

e. Learning Strategies Across the Curriculum

f. Data-based Decision Making


proposed program has been re-visioned; B) How public school partners were involved in the re-

visioning of the program and how they will be involved in the delivery and evaluation of the program;

C) The electronic evidences the institution will use to demonstrate candidates meet the standards with

Section I, Section II, and Section III; and D) The timeline for implementation.

REVISIONED PROGRAM

The Partnership for 21st Century Skills has identified critical thinking, problem solving, computer and

technology skills, social skills, teamwork, innovation, and creativity as important educational outcomes.

Future-ready students must have a well-developed set of technology skills that can be flexibly utilized

4

for a variety of purposes if they are to contribute effectively to their communities. Additional areas of

required technological competence for candidates for the license in Special Education: General

Curriculum are utilizing technology to enhance teacher and program efficiency and understanding and

utilizing adaptive technology for K-12 learners. In addition, communicating effectively, collaborating

with others, and evaluating information and ideas will be essential. Instructional experiences will be

designed to ensure that candidates have opportunities to develop and flexibly implement these critical

knowledge and skills.

Program Changes in Courses

New Course

Requirements

Cr. Old Course

Requirements

Cr. Changes and Rationale Intended

Candidates

Foundations of

Multicultural

Education

3

Foundations of

Education

3 The new course will inc. some

foundations, some diversity

issues, lesson planning, LiveText,

and observation

Degree-

seeking

Learning and

Assessment

3 Educational

Psychology

3 The content of the two courses

overlaps and can be addressed and

focused through one course

Degree-

seeking

Developmental

Psychology

3

Introduction to

Comp. Instr. Tech.

3 Introduction to

Comp. Instr. Tech.

3 None Degree-

seeking

Introduction to

Special Education

and Diverse

Learners

3 Introduction to

Special Education

3 Include a mandatory observation;

shift focus towards research-

validated instructional strategies;

increase emphasis on culturally-

diverse learners

All

Assessing and

Teaching Beginning

Reading

3 Assessing and

Teaching Reading

3 Splits the reading content into two

courses spread out over the

academic year, and provides

additional opportunities to

develop expertise

All

Assessing and

Teaching

Intermediate

Reading

2 All/

Optional

Reading Practicum 2 Practicum I 2 Co-requisite of one reading course

(Degree-seeking and LO must

take with beginning reading; LE

can take with either reading,

according to current teaching

assignment)

All

Assessment 3 Assessment 3 No change All

Introduction to

Positive Behavior

Support

3 Implementing

Positive Behavior

Support Systems

3 Split course in order to provide

additional opportunities to

develop and implement expertise

All

Implementing

Positive Behavior

Support

2

Methods of Social

Studies in Inclusive

Settings

2 None To develop additional expertise in

teaching in differentiated settings

utilizing big ideas

All/

Optional

5

Methods of Science

in Inclusive Settings

2 None To develop additional expertise in

teaching in differentiated settings

utilizing big ideas

All/ Optional

Assessing and

Teaching Math to

Students with Mild

Disabilities

2 Learning Strategies

in Mathematics and

Writing

3

Splits the content into two courses

that spread out over the academic

year, and provides additional

opportunities to develop expertise

All

Assessing and

Teaching Writing to

Students with Mild

Disabilities

2 All/

Optional

Mathematics

Practicum

2 Practicum II 2 Co-requisite of Teaching Math All

Methods of

Management and

Organization

2 Methods in

Inclusion

Classrooms

4 Additional methods courses were

added, allowing this course to

focus on issues related to

management and organization of

the SPED learning environment

All

Secondary

Practicum

2 Practicum II 2 Co-requisite of Meth. of Man. &

Org.

All

Advocacy and

Collaboration

2 None This course is designed to assist

candidates to develop the

communication and leadership

skills that they will need to

successfully advocate for and

serve diverse learners and their

families who struggle to access

the general curriculum. A special

focus is on transition services for

learners age 14 and up.

All

Student Teaching 12 Student Teaching 12 None Degree-

seeking and

Licensure

Only

None Multicultural

Education

3 Issues of diversity are addressed

throughout the program

Senior Capstone

Seminar

2 Senior Seminar P/F Content of course is changed to

provide an opportunity for

candidates to work on

portfolios/evidences

Elective

Specialty and professional hours required for Degree Seeking: 53

Specialty and professional hours required for Licensure Only: 45

Specialty and professional hours required for Lateral Entry: 33

Additional Changes:

1. Upon application to the program, licensure-only and lateral entry candidates will take placement

tests to determine background knowledge in the content areas of reading, writing, and

mathematics. (Degree-seeking candidates will submit appropriate PRAXIS I scores in lieu of

6

additional testing.) Candidates with significant deficiencies will be required to take additional

GE courses. RATIONALE: Current program data indicates that licensure-only candidates may

struggle with content knowledge.

2. Transfer students, licensure-only and lateral entry candidates may apply to be exempt from up to

5 required courses if they believe they already possess the knowledge, skills, and dispositions

associated with that course. RATIONALE: Some candidates enter the program with advanced

knowledge, skills, and dispositions. These candidates do not need to take course work designed

to help them develop skills they already possess.

a. Given the course descriptions, outcomes, assignments and associated evidences, along

with the scoring rubrics, candidates will independently complete the required

assignments and any DPI evidences that are associated with the course.

b. Candidates will submit their work, an application, and an application fee to the program.

c. Faculty and LEA partners will evaluate the quality of the work to determine whether it

meets the minimally accepted standards. (LEA partners will receive a stipend for the

evaluation.)

d. Candidates will be notified whether their application for exemption from the course

requirement was accepted.

3. LEA partners will assist in the evaluation of five major candidate evidences (excludes

transcripts). RATIONALE: LEA partners provide a valuable perspective regarding the

competencies of candidates and whether those competencies are sufficient to meet the needs of

K-12 learners.

4. Prior to student teaching, candidates will take the PRAXIS II Test: Fundamental Subjects:

Content Knowledge. Candidates who do not pass the test will be advised to undertake additional

study in core content areas, including additional GE courses as appropriate. RATIONALE: This

required PRAXIS test assesses core content knowledge that is appropriately acquired through a

broad-based liberal arts education. Candidates enter the program with various levels of

background knowledge. GE courses provide the best opportunity for candidates who lack the

background knowledge to obtain it. Because student teaching should be the culminating

experience, assessment of these skills should occur prior to student teaching.

7

LEA INVOLVEMENT

The Elizabeth City State University Special Education: General Curriculum Program values the

professionalism and expertise of our LEA partners. For this reason, we invited various LEA

stakeholders to participate in this process. Representatives from the Elizabeth City-Pasquotank County,

Dare County, and Gates County Public Schools accepted our invitation. At our first Revisioning

meeting, LEA partners shared their needs and concerns in the area of special education teacher

preparation. The following areas of concern were identified: 1) the research to practice gap, and the

need to ensure that candidates implement research-validated strategies in K12 classrooms, 2) knowledge

of and skills related to effective collaboration, 3) knowledge and skills related to IEP forms and

meetings, record-keeping, and transition, 4) effective problem-solving skills and better use of data, and

5) knowledge of research-based strategies especially as relates to Responsiveness to Intervention. These

areas of concern were prioritized throughout the planning process and courses were designed to address

these concerns. LEA partners reviewed a draft of the course changes and made suggestions for

improvement. These suggestions were accepted. LEA partners were invited to attend the re-visioning

“webinars” held by DPI, but were unable to do so. Proposed evidences for the DPI “buckets” were

presented to LEA partners for comments and feedback.

LEA partners will continue to be involved in the re-visioned program by serving on the teams that

evaluate candidate final evidences and that evaluate candidate applications for exemption from required

courses.

Other relevant stakeholders include current candidates, program completers, and parents/families of

students with exceptional learning needs. Program faculty presented the information in this document to

those stakeholders, as well, and received feedback on the proposed changes.

8


In this section, list the 6 evidences that will be submitted as documentation of meeting the standards. Provide a minimum of 6

evidences. The evidences must be those that all candidates in the program are required to complete. Briefly describe each evidence

and identify the descriptors of the elements of the standards each addresses. The recommended alignment of the descriptors with the

evidences is reflected in the template.

Evidence Name of

Evidence Briefly Describe the Evidence

Descriptors of the

Elements of the

Standards

Addressed by the

Evidence

1 Content

Knowledge:

Evidence that

demonstrates

breadth of content

knowledge in the

specialty area1.

Transcript

or Praxis

II scores

Copy of 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 Praxis II scores.

Required: 3b.1-

Demonstrates the

appropriate level of

content knowledge in

the teaching

specialty.

2 Content

Knowledge:

Evidence that

demonstrates

candidate depth of

Document

ation of

Learning

IEP

Project

An analysis of the policies,

procedures, and forms informing

the provision of special education

services in North Carolina and

one other state. This project will

compare and contrast the

Required: 3b.1-

Demonstrates the

appropriate level of

content knowledge in

the teaching


9

understanding and

application of

content

knowledge in the

specialty area.

requirements of each state, in

comparison with the requirements

of IDEA legislation. The analysis

will examine policies, procedures

and forms that: 1) support family

involvement, 2) support

appropriate identification, inc.

child find and disproportionality,

3) support the provision of

appropriate services, and 4)

monitor effectiveness. Each of

the sections will also include an

explanation of the requirements

for compliance.

specialty.

3 Pedagogical and

Professional

Knowledge Skills

and Dispositions:

Evidence that

demonstrates

effective design of

classroom

instruction based

on research-

verified practice.

Unit Plan Interdisciplinary unit plan that

focuses on major concepts, begins

with learner assessment data, and

includes differentiation,

culturally-responsive teaching

practices, and materials and

pedagogies that actively

counteract stereotypes.

The unit plan must include

reading, writing, and math, as well

as one content area.

Recommended:

3. Teachers know the

content they teach.

4. Teachers facilitate

learning for their

students. 5. Teachers

reflect on their

practice. .

Required:

1. Teachers

demonstrate

leadership. 2.

Teachers establish a

respectful

10

environment for a

diverse population of

students.

4

Pedagogical and

Professional

Knowledge Skills

and Dispositions:

Evidence that

demonstrates

knowledge, skills,

and dispositions

in practice.2

LEA/IHE

Certificati

on of

Teaching

Capacity

State-required evaluation of the

candidate completed by the

institution and the cooperating

teacher.

3. Teachers Know

the Content They

Teach. 4. Teachers

Facilitate Learning

For Their Students. 5.

Teachers Reflect on

Their Practice.

5

Positive Impact

on Student

Learning:

Evidence that

demonstrates

impact on student

learning.

Portfolio

Reflection

This document will be a

comprehensive reflection on the

candidate’s impact on his/her K-

12 students’ learning. In it,

candidates will critically analyze,

synthesize, and evaluate the

various instructional interventions

which he/she has implemented. It

will encompass the reading,

writing, mathematical, and

behavioral interventions that the

candidate designed and conducted

throughout the program of study.

The candidate will discuss the

knowledge, skills, and

Recommended: 1.

Teachers

Demonstrate

Leadership. 4.

Teachers Facilitate

Learning For Their

Students. 5. Teachers

Reflect on Their

Practice.


11

dispositions that are infused

throughout each of the

intervention projects. This will

include, but not be limited to, a

discussion of research-verified

practices, assessment,

implementation, re-assessment,

and effectiveness.

6

Leadership and

Collaboration:

Evidence that

demonstrates

leadership and

collaboration.

Advocacy

/Transit-

ion

Project

Collaborative project with local

secondary School Improvement

Plan (SIP) Team that focuses on

transition services for students

aged 14 and up. Candidates will

interpret data, listen actively, and

communicate effectively as they

develop an advocacy project that

has the potential to improve post-

secondary outcomes for learners.

Candidates may collaborate with

each other to develop a project

they will implement in one school

community. However, each

candidate must identify a single,

significant component of the

project for which he/she is

responsible and on which he/she

will be evaluated.

Recommended:

1.Teachers

Demonstrate

Leadership. 2.

Teachers Establish A

Respectful

Environment for a

Diverse Population

of Students. 5.

Teachers Reflect On

Their Practice.

12








ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13




ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14




ELEMENTS

3. Understands the influence of diversity and plans instruction accordingly. #1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15




ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

16




ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

17




ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

18




ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

19





3) how the evidence specifically addresses the descriptors for which it is cited in Sections I and II;

and








Candidates must demonstrate a “C” 2.0 average or above on at least 24 credit hours of specified courses

in the specialty area. The grade of “C” is passing but the requirement for Teacher Education Program

entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining eligibility

in the program. The following courses are used by candidates to demonstrate competencies:

New Course Requirements Cr. Intended

Candidates

Introduction to Special Education and Diverse Learners 3 All

Assessing and Teaching Beginning Reading 3 All must

complete at least

5 hours of

reading methods/

practicum

Assessing and Teaching Intermediate Reading 2

Reading Practicum 2

Teaching and Assessment 3 All

Assessment in Special Education 3 All

Introduction to Positive Behavior Support 3 All

Implementing Positive Behavior Support 2 All

Assessing and Teaching Math to Students with Mild Disabilities 2 All

20

Mathematics Practicum 2 All

Methods of Management and Organization 2 All

Secondary Practicum 2 All

Advocacy and Collaboration 2 All

TOTAL 24

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.

The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a

sequence of specific course(s) through which the content knowledge is acquired. The combined sequence

of courses and the grades earned in the specified courses along with the evidence projects included in this

document demonstrate mastery of the content taught (3b1).


The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher

Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion

of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher

Education Program will be evaluated by the candidate‘s advisor who signs the Application for Admission

to the Teacher Education Program and by the Office of Teacher Education and the admissions committee.

At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of

School Services and by the Office of Teacher Education prior to approval for beginning the year long U-

Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School

Services and by the Office of Teacher Education upon completion of the field experience. A final

evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of

Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at






teaching specialty.

21

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) – IEP Project


The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research, application,

or curriculum project that will span two semesters beginning in the first semester of the senior year. The

IEP Project must be an analysis of the policies, procedures, and forms informing the provision of

special education services in North Carolina and one other state (e.g., Virginia). This project

will compare and contrast the requirements of each state, in comparison with the requirements of

IDEA legislation. The analysis will examine policies, procedures and forms that: 1) support

family involvement, 2) support appropriate identification, including issues of child find and

disproportionality, 3) support the provision of appropriate services, and 4) monitor effectiveness.

Each of the sections will include an explanation of the requirements for compliance. Candidates

will support their analyses with appropriate and sufficient current and seminal research.

Candidates will receive a rubric that provides specific and detailed directions, along with

information about how the project will be evaluated.


The Culminating Project-Documentation of Learning (DOL) IEP Project is an indepth study that reflects

a synthesis of the depth of understanding and application of content knowledge. This project will

demonstrate depth of knowledge (3b1) in the specialty area of Special Education Policy and

Procedures. This project will also meet the following Specialty Area Standards:

Special Education: General Curriculum teacher candidates have a thorough

understanding of the Policies Governing Services for Children with Disabilities.

Through this knowledge of the process of referral, evaluation, and development of the

individualized education program (IEP), teachers provide appropriate individualized

education in the least restrictive environment.

o Know the Policies Governing Services for Children with Disabilities

o Understand the placement process from referral to delivery of services

o Know the typical characteristics of students in each disability category.

o Understand and facilitate effective planning for transitions (preschool, school,

postsecondary/adult).

The IEP Project will also address standard 2a : Evaluate reliability, validity, and the

technical soundness to select measures used in assessing students for eligibility,

instructional decisions, and progress monitoring.


A team of faculty members and LEA partners develop rubrics that will be used for the Culminating

Project-Documentation of Learning (DOL) IEP Project Electronic Evidence #2. The IEP Project will

be evaluated utilizing an in-depth rubric that ensures consistent quality across projects. All

projects will demonstrate an acceptable level of knowledge regarding North Carolina IEP/ITP

22

policies, procedures and forms that: 1) support family involvement, 2) support appropriate

identification, including issues of child find and disproportionality, 3) support the provision of

appropriate services, and 4) monitor effectiveness. The Project will be evaluated by at least two

different experts including faculty and LEA team members, to ensure fair and equitable

evaluation of all candidate work. This participation of various stakeholders will also provide

opportunities for programmatic change, as necessary.

23


Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of



4d.1, 4e.1, 4f.1, 5c.1.





candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to

meet the individual instruction needs of student in a heterogeneous classroom. The specialty area unit

plan may contain individual content lessons as well as integrated content lessons (for example, music and

social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st

Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for

the unit. The instructional plans within the unit will be differentiated to show how candidates provide

students with different avenues to acquiring the designated content; to processing, constructing, or

making sense of ideas; to developing teaching activities and products so that all students in the classroom

learn effectively regardless of differences in ability; and to incorporate group input and feedback into the

work as teams collaborate and cooperate. Candidates’ units must include some essential features such as:

















24

As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and

monitoring student performance, and communicating results. Candidates should consult other specialists to

assist in developing and varying instruction based on student needs. Through this collaboration and

reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school

setting. The complete unit plan and a written reflection of the total experience will be required of each

teacher candidate. The complete unit plan and a written reflection of the total experience will be required of

each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented

during clinic practice. A rubric will be developed for the unit and the written reflection.




NCPTS Element Specific Directions Selections

1a.2 Draws on appropriate data to develop





classroom.


on-going assessment

















disciplines.


studies)




instruction.







25





students.


learning












learning needs.





































26




27

#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and Dispositions





4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1



Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation Rubric and

they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate.

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.


Evaluation Rubric. The Teaching Certification document is verified with signatures by the school district

and the university to certify to the state that the preservice candidate has demonstrated proficiency in the

big picture areas of Professionalism, Classroom Climate/ Culture, Instruction, Evaluation/Assessment,

and Impact on Student Learning. The candidate must meet each of the descriptors identified in the

Teaching Certification document to be recommended for licensure as well as all other state and

institutional requirements. The candidate’s signature does not imply agreement with the ratings. The

signatures of the cooperating teacher, principal (or designee), and university supervisor verify the

accuracy of and agreement with the ratings on each descriptor.

3. N/A


28

During the clinical practice semester, cooperating teachers and university supervisors provide early and

ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept

feedback, and sensitivity to individual differences in students. Assessments occur through progress

reports and formative and summative evaluations.

During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the

candidates three times with a final evaluation at the end of the clinical experience. The university

supervisor assesses the candidates at the clinical experience site and does three visits with a final

evaluation.

A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation

Rubric for interim observations and reports.

29





1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and

supports.


Candidates will be required to develop a data driven Comprehensive Assessment Plan that integrates

technology, is based on a continuous improvement model, and is used to inform instruction. This plan

will focus on assessment for learning, not just assessment of the subject matter. It will utilize ongoing

authentic assessments and will include formative assessments, benchmark assessments and statewide

summative assessments that are proposed as a part of the North Carolina Department of Public Instruction

“Framework for Change” initiative. The benchmark assessment will require candidates to utilized

benchmarking tools including ClassScape that will supply candidates with learning tasks aligned to the

North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will

be utilized by the student teacher/clinical intern to drive instruction during clinical practice in his/her

assigned P-12 public school. Candidates will serve as emotional and intellectual guides for students as

they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The

student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor,

parents, administrators at the assigned P-12 public school and the students themselves will utilize the plan

to closely monitor academic progress and to focus on areas that need improvement. In this way, the

student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students

and local P-12 administrator will know what good work looks like and progress the assigned P-12 school

is making toward closing the achievement gap. The formative assessment plan will focus on assessment

rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes,

take and retake tests and make continuous improvements. Software (i.e. ClassScape tools will be used for

records maintenance and for close, continuous contacts with students and parents.

30






The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching

Standards the 21st Century Skills that impact student learning. Candidates will evaluate the progress of P-

12 students using a variety of assessment data to measure attainment of goals outlined in the North

Carolina Standard Course of Study. Since the candidate will take the lead in the development of the

“Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall

leadership skills along with his/her ability to lead in the classroom (1a.1). By working closely with their

methods instructor and cooperating teacher in developing and implementing the “Comprehensive

Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in

planning, monitoring student performance and making data driven instructional decisions that are

responsive to an individual student’s learning needs (4b.1).

Candidates’ comprehensive assessment plan, driven by data and integrating technology (for example,

ClassScape), will demonstrate P-12 student achievement of higher order of thinking.


Information. P-12 student work must show that data are gathered from formative assessments, ongoing,

and summative assessments. Candidate must show that they used the data to reflect upon the points in the

assessment and learning process where specific students and groups of students began to show evidence

of growth or difficulty in their learning and where candidates made modifications to impact positively the

students’ learning. By utilizing on-going research based teaching strategies, creating a variety of authentic

assessments and utilizing formative and summative assessment data available through ClassScape and at

the assigned P-12 public school, the candidate will be able to plan and scaffold instruction appropriate to

meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-

teach, group, regroup, provide supports and facilitate learning for all students regardless of their diverse



Throughout the process of developing, implementing, and evaluating their comprehensive assessment

plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate 21

st Century Skills

through incorporating global awareness, technology integration, media literacy, critical thinking, problem

solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for student

collaboration and innovation. The Comprehensive Plan itself will require candidates to demonstrate their

31

ability to utilize 21st Century technology (i.e. ClassScape), to communicate and collaborate effectively

with a team of University and P-12 school personnel including their cooperating teacher, cooperating

principal and university supervisor. The plan will require candidates to include content such as global

awareness. ClassScape, an online classroom-based assessment system, will enable pre-service teachers to

achieve and maintain curriculum/ instructional alignment, assist them with identifying and remediating

individual and class weaknesses, and help them to differentiate instruction for students who demonstrate

mastery. Candidates will integrate the flow of information from a wide variety of sources, ask significant

questions that clarify various points of view that lead to better solutions, and reflect critically on learning

experiences. Throughout the process, candidates must articulate thoughts and ideas effectively using oral,


technologies (computers, PDAs, media players, GPS, etc.), networking tools and social networks (4h.2).

By focusing on learning progressions and supports, the candidate will be able to assess the students’

progress toward meeting individual, grade level and graduation goals and attaining 21st Century

knowledge, skills and dispositions (5a.1).


A team of faculty members and cooperating teachers and principals will utilize rubrics for pre, mid-term

and final assessments of the Comprehensive Assessment Plan/Implementation. The rubric will be

developed during the 2009-2010 academic year.

32







The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar.

Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education

during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and

implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor

teacher and cooperating school that provides a solution to a need identified in the selected school’s

School Improvement Plan.

To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and

Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics

Committee composed of ECSU professors and LEA personnel prior to implementation.


Candidate will be required to engage in collaborative and collegial professional learning activities in

understanding and evaluating the critical elements of the selected school’s school improvement plan in

order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate

will collaborate and engage in professional learning activities further as he/she selects an area of need and

develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate

Leadership Project must be based on a need that is identified in the selected school’s improvement plan

and must be data driven. Data must also be used throughout the project in order to validate that the

selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate

Leadership Project will require professional development on an on-going basis - prior to the development

of the project, during the development and implementation of the project and at the end of the project.

The professional development will begin with an overview of the school improvement planning process

and will be conducted by personnel from the selected school. During their field experience, candidates

will be required to become engaged in the school improvement process. On-going professional

33

development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The

Candidate Leadership Project will require involvement of the students’ families from the outset. Parental

permission must be obtained for the project and the project must include a component for collaborating

with families (2e.1). Becoming a reflective practitioner is one of the six elements of the conceptual

framework of the School of Education & Psychology at ECSU. Maintaining a reflective journal has

become an integral part of everything that we do. The Candidate Leadership Project must include

reflective journaling that will include a pre, interim, and post reflective paper (5b.1).


A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment

of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the

junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior

year, first semester of the senior year and second semester of the senior year respectively. Checkpoints

will increase in intensity each semester with a deadline for completion of the project set for the end of the

first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU

professors and LEA personnel representing the candidates’ major, specialty area and the cooperating

LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.

34


The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching

Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have

been involved in the development of the specialty area standards and Department of Public Instruction

stall for approval on July 1, 2009.

Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and

presented to the various committees at the University for approval. Assignments, course rubrics, syllabi

materials and resources will be researched, revised and field tested during the spring semester of the

2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are

appropriate for achieving the North Carolina State Board of Education’s mission.

Implementation and on-going evaluation of the program with LEA partners will commence during the fall

of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are

expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and

program improvements will be on-going. A more detailed timeline follows below:


SU

09

S O N D J F M A M SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new courses

from ECSU required

committees/ councils

*

*

*

Research and select new

35

course materials * * * * * * * * * * *



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and rubrics

according to lessons

learned

*

*

*

*

*

*

*


student work to serve as

exemplars for major

evidences rubrics

*

*

*

*

Utilize continuous


communications with

stakeholders, and student

feedback to fine-tune

program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes December 2009




EE #1, item 2.









HPE Program - involvement of public school partners going forward

Clarification has been provided to denote public school partners’ involvement

2


Health & Physical Education


Elizabeth City State University (ECSU) is submitting this program in response to the State’s call





national accreditation through the State’s partnership agreement with NCATE.



instrument. The annual reviews will be coordinated by the State Board of Education and will

utilize trained inservice educators and teacher educators. Through random sampling, each

specialty area program will be reviewed on a systematic basis when a critical mass of program

completers is reached, but at least once every seven years. Additionally, candidate on-the-job

performance and institutional involvement with and service to the public schools will be

considered in continuing program approval.


















The Health & Physical Education (HPE) Program has been re-visioned to reflect the North

Carolina Professional Teaching Standards (NCPTS), North Carolina HPE Specialty Standards,

21st Century knowledge, skills and dispositions, and changes recommended by Local

Educational Agencies (LEAs).

3

Driven by the North Carolina State Board of Education’s mission and the standards referenced

above, in re-visioning, we focused on the need for deep content knowledge and pedagogical

skills that will enable candidates to meet the needs of a wide range of diverse learners.



sixteen hours of specifically required general education courses and may choose from a list of

course options the remaining courses to meet the 46 – 48 credit hours required for general

education. The HPE Education Re-visioning Committee identified from the list of course choices

specific courses that candidates for this bachelors’ degree must complete to meet the general

education core requirements. By beginning to integrate 21st Century themes from the beginning

of their education at ECSU and continuing them throughout the program, we could ensure that

candidates graduate with the skills required of 21st Century educators.

Beginning in the freshman year, potential candidates take Freshman Seminar in which they are

immersed in financial literacy module, personal and social responsibility module, and ethical

behavior module. The EDUC 203 technology course will be moved to general education

requirements to satisfy an ECSU requirement for technology.

During focus group sessions with leadership teams, educators from systems across the service

area, and arts council members, the following needs emerged: additional practical experience,

ability to actively engage all learners, and ability of candidates to engage the total community in

the arts.

In addition to changes in the hours of field experience required for the various required courses,

courses requiring field experience will be grouped to provide additional hours of field experience

during the year long internship that begins the semester prior to student teaching. Changing from

one semester focused on honing clinical practice/teaching skill to more time in real classrooms in

the first semester is a major change. So, the senior year will have Internship I the first semester

and Internship II (full-time clinical practice) during the second semester. Internship II will carry

12 semester hours instead of the current 6 semester hours. The psychology courses, Human

Development and Educational Psychology, will be dropped and a new course Child

Development for Learning and Assessment will be added. This course will have a defined

product outcome to assist candidates with required evidences.

The following list demonstrates how the current program is different from the proposed one and

how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills

and dispositions embedded therein. The HPE Department performed a curriculum review during

the 2008-2009 academic year. The re-visioning committee and the entire department reviewed

the program with state specialty standards, the North Carolina Standard Course of Study K-12,

and national standards (National Association of Sports and Physical Education) and with ECSU

published documents. The results follow:

1. Drop Pre-Calculus; College Algebra meets the ECSU mathematics requirement

4

2. Identified courses that aligned with requirements posted for state standards

COURSES FOR STATE STANDARDS

Credits

STANDARD I

C PE 210 Applied Anatomy & Physiology 3

PE 210L Applied Anatomy & Physiology Lab 1

PE 239 Introduction to Physical Education 2

PE 300 Exercise Physiology 3

PE 382 Curriculum and Assessment 3

PE 445 Principles of Physical Education 3

PE 401 Motor Learning and Motor Behavior 3

PE 447 Prescriptive Exercise Testing 4

STANDARD II

PE 240 Team Sports 1

PE 241 Individual and Dual Sports 1

PE 470 Adapted Physical Education 3

PE 375 Management of Physical Education 3


EDUC 440 Methods & Materials in Physical Ed. 3

EDUC 470 Student Teaching 12

STANDARD III

PE 303 Fitness Thru Weight Training 2


HPE 201 Principles of Nutrition 3

STANDARD IV



HLTH 367 First Aid and Safety 2

5

3. Identified courses that aligned with requirements posted for national standards

COURSES FOR NATIONAL STANDARDS

STANDARD I

PE 210 Applied Anatomy & Physiology 3

PE 210L Applied Anatomy & Physiology Lab 1


PE 447 Prescriptive Exercise Testing (4) 4





STANDARD II

EDUC 440 Methods & Materials in Physical Ed. 3








STANDARD III



STANDARD IV






STANDARD V

PE 200 Coaching Basketball 3

PE 201 Coaching Football 3

PE 380 Sports Officiating I Football 3

PE 381 Sports Officiating II Basketball 3


PSY Child Devel. For Learning & Assess. 3


STANDARD VI


6






4. The following courses are recommended to be dropped due to similarities between courses,

overlapping courses, and non-teacher education foci.

1. CR 202 Intramural Sports (2 cr)

2. PE 370 Kinesiology (3 cr)

3. GE 161 Modern Dance (1 cr)

4. GE 168 Gymnastics (1 cr)

5. GE 175 Intermediate Swimming (1 cr)

6. GE 186 Exercise and Health Related Fitness (1cr)

4. The following courses are to be added.

1. HPE 201 Principles of Nutrition (3 cr)

2. HLTH 373 Health in the Elementary School (3 cr)


Professional Education Core CURRENT PROPOSED



3 3


Education

3




3



Content Area


Content Area



Educational Issues


Educational Issues

P/F

EDUC 440 Methods 3 EDUC 440 Internship I for yearlong

experience with Methods

3



Teaching


7






st Century






were negligible but face-to-face sessions were more productive. The teachers were asked to

make recommendations as they saw fit in terms of how the university and the public schools

might best collaborate to strengthen the program. Results from the group discussions and surveys

were reviewed by the re-visioning team along with the New Professional Teacher Standards,

specialty standards, 21st themes and the 21

st Century Educator’s model were used to structure the

proposed, revised HPE Program.



evaluative input from school leaders and practitioners and from our community arts partners.

LEA partners are an integral part of program development, delivery, and evaluation. Going

forward, partners will collaborate in developing the rubrics that will be used to assess candidate

performance in content and formative assessment during clinical practice. Partners will provide

the real artifacts needed in fully assessing candidate performance throughout the program.

Partners will collaborate in candidate assessment at each transition point. Collegial collaboration

among the HPE Department and partners will afford a rich, sustained professional development

experience for both partners.

8
















Required: 3b.1





area.


Documentation of

Learning HPE

Documentary


that is a research, application in the HPE




Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



9






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

10







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

12



ELEMENTS


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


13



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

16





3) how the evidence specifically addresses the descriptors for which it is cited in Sections I and

II; and














STANDARD I


PE 382 Curriculum and Assessment 3



STANDARD II




STANDARD III


PE 447 Prescriptive Exercise Testing

HPE 201 Principles of Nutrition 3

17

STANDARD IV




TOTAL 32


and II.























teaching specialty.

1. Name of Evidence: Depth of Content Knowledge Evidence 2

Briefly Describe the Evidence- A project that describes the creation of an integrated Health and

Physical Education program designed for students in one of three areas: early education, middle

education, or secondary education which includes: literature review, written program proposal,

content design and planning, and a presentation (like one would make to a principal or school

board to gain funding for such a program). The project is designed to provide teacher candidates

18

with an opportunity to develop and demonstrate a depth of understanding and application of the

health and physical education content knowledge required of 21st century educators to create

programs that can help combat the occurrence of overweight and obesity. For more information

regarding the project see Depth of Content Knowledge Evidence 2.

Depth of Content Knowledge Evidence 2

The Physical Education Teacher Education (PETE) program at Elizabeth City State University

has identified the means to assess candidate content knowledge. When assessing candidate’s

content knowledge, the faculty have characterized depth to describe the candidate’s knowledge

at a level well beyond what might be described as basic. This level of depth should enable the

candidate to: a) identify key issues within their field that affect not just their students but can be

extended to affect regional and national societal issues and b) create Health and Physical

Education programs that can successfully address such key issues in hopes of making their

students and society better. In order to be able to identify such issues and create Health and

Physical Education programs candidates must be able to problem solve and demonstrate how

their understanding of the content knowledge can be used to create successful programs that can

offer increase benefits to their students and society.

PETE candidates who will go on to teach in North Carolina schools need to understand the

content they are expected to teach at varying age levels. This project, designed to address EE2, is

specifically designed to encourage PETE candidates to take an active interest in the obesity

epidemic facing not just the Nation, but also the state of North Carolina. Teaching American’s

how to participate in physical activity and how to eat healthy has become the main focus for the

fields of Physical and Health Education. Since it is a topic that has been receiving a lot of

national attention from interest groups and individuals, as high up as Michelle Obama herself

and her “Let’s Move” campaign, integrated Health and Physical Education programs are

becoming a necessity. Knowing how to pair nutrition and physical activity and market it to

students is a skill on which every Health and Physical Education candidate needs to be evaluated.

This assessment is designed to lead candidates into the depth of health and physical education

content unique to their licensure area. Corresponding rubrics are designed to assess candidates’

ability to show how key concepts assist in providing the depth of understanding necessary to

teach content effectively to students. In PETE, the candidate will complete a Depth of Content

Project that focuses on depth of knowledge nutrition and physical activity.

Directions And/Or Requirements For The Evidence That Will Be Provided To The

Candidates

Assignment Title: Depth of Content (DoC) Project

Assignment Summary: The DoC project requires the integration of four different components:

a literature review, a written program proposal, content design and planning (including

evaluation), and a presentation. The content of the project will be an integration of nutrition and

physical activity.

Assignment Purpose: The DoC project is designed to provide PETE candidates with an

opportunity to develop and demonstrate a depth of understanding and application of content

knowledge by simulating the professional world experience of: identifying a problem, designing

a program, and proposing the integration of the program in the school administration.

Principal Alignments: North Carolina Professional Teaching Standards

19

3b.1 Teacher candidates demonstrate an appropriate level of content knowledge in the

teaching specialty.

Assessment: Each of the four components of the DoC project will be evaluated independently

and averaged for an overall DoC project grade. A minimum grade of 80% must be achieved on

each of the four components to successfully complete the DoC project. In the event that a

component earns a score below 80%, the component must be repeated until a score of > 80% is

achieved. Please note, however, the initial score will be recorded for course grade purposes.

Components Overview (4)

1. Literature Review

General Requirement. You will be required to produce a review of literature

that outlines how physical activity and nutrition education can be used to address

the growing obesity problem in America.

Content. History of obesity problem, current issues, effective nutrition and

physical activity programs that a new program could be modeled after.

Benchmark Grade. A minimum score of 80% on the literature review is required

to pass the DoC project.

2. Written Program Proposal

General Requirement. You will be required to produce a program proposal

addressed to a school administrator about the need for an integrated physical

activity and nutrition education program in the grade level of your choosing in

your area.

Content. Description of need, goals and objectives for the program, content

outline, and evaluation plans.

Benchmark Grade. A minimum score of 80% on the literature review is required

to pass the DoC project.

3. Content Development

General Requirement. You will be required to design the content of your

program based on the grade level for which you choose to design your program.

You will have to design an evaluation plan to analyze program effectiveness.

Content . Your content needs to be age appropriate and the content needs to be

appropriate for the region in which you are teaching. When you design the

content for the nutrition aspect of your program you need to take into account

regional and school access to certain food items so your content is practical and

relatable to your students. Also, with the nutrition planning, you need to make

sure you are giving them nutritional tips related to the amount of calories and

energy they are expending in the physical education part of the program. For the

physical education section of your content you need to make sure you are using

content that is practical for the students to be able to take the skills they learn in

your program and use them in their free time at home. Your assessment practices

for the program evaluation need to be applicable for the content you are teaching.

Benchmark Grade. A minimum score of 80% each on the three developmental

analysis elements is required to pass the DoC project.

20

4. Presentation

General Requirement. You will be required to design and deliver a 20 minute

presentation that presents your program and its content to the class, as if they

were the school administrators.

Presentation Content. The presentation must address the following aspects of

the assigned activity: brief review of literature, the need statement for the

program, program name, goals and objectives, program content (including

sample activities), and program evaluation.

Presentation Platform. Microsoft Power Point®.

Presentation Organization. The presentation should be organized logically and

include the required presentation content and resources.

Presentation Requirements. Handouts and/or guided notes must be provided for

audience members.

Benchmark Grade. A minimum score of 80% on the presentation is required to

pass the DoC project. See the presentation rubric for specific assessment criteria.

How Evidence Addresses Descriptors

The DoC project addresses the following North Carolina Professional Teaching Standard

(NCPTS):

3. Teachers Know the Content They Teach.

3b.1. Teacher candidates demonstrate an appropriate level of content knowledge in

the teaching specialty.

The teaching specialty is defined by the specialty area standards (SAS). The following Physical

Education specialty area standards are specifically addressed in the DoC project:

1. Physical education teacher candidates know and apply discipline-specific scientific

and theoretical concepts critical to the development of physically educated individuals.

Scientific and Theoretical Knowledge

1.3. identify legal and liability issues of physical education and adjust instructional

approaches as needed

1.4. identify global trends of physical activities and physical education

3. Physical Education teacher candidates have the knowledge, skills and dispositions to

teach fitness and nutrition concepts needed to reduce and prevent obesity. Fitness,

Nutrition and Obesity Prevention

3.3. demonstrate knowledge in a variety of obesity reduction and prevention intervention

practices

3.4. demonstrate the skills necessary to assess dietary patterns that contribute to obesity

3.5 promote lifelong physical activity throughout the school environment

21

The teaching specialty is defined by the specialty area standards (SAS). The following Health &

Physical Education specialty area standards are specifically addressed in the DoC project:

1. Health and physical education teacher candidates know and apply discipline-

specific scientific and theoretical concepts critical to the development of health

educated and physically educated individuals. Scientific and Theoretical

Knowledge

1.3 identify global trends of health behaviors, physical activities, health education, and

health promotion

1.5 demonstrate, analyze, and correct the appropriate application of health skills

3. Health and physical education teacher candidates have the knowledge, skills and

dispositions to teach fitness and nutrition concepts needed to reduce and prevent

obesity. Fitness, Nutrition and Obesity Prevention

3.2 demonstrate and apply the five components of health-related fitness, nutrition, and

stress management

3.3 demonstrate knowledge of a variety of obesity reduction and prevention intervention

practices

3. 4 demonstrate the skills necessary to assess dietary patterns that contribute to obesity and

initiate prevention education strategies

3.5 demonstrate and apply health behavior change theory to programming and prevention

practices

3.6 promote lifelong healthy nutrition and physical activity throughout the school

environment

3.7 demonstrate functional knowledge of behavioral and structural interventions that

modify health-compromising behaviors and reinforce health-promoting behaviors

Demonstrating depth of content knowledge and application of that knowledge to create effective

Health and Physical Education programs is important for a teacher candidate. This project

focuses teacher candidates on the current issues surrounding obesity, nutrition education, and

physical education and used that focus to problem solve and create program content that focuses

educating students about nutrition and physical activity in a way that is specific to the area in

which they live. By utilizing a literature review, written program proposal, content development

piece, and presentation the teacher candidates will demonstrate how they will demonstrate their

understanding of the content knowledge in a professional setting. Successful completion of each

component requires a depth of content knowledge be developed, applied, and demonstrated in

unique ways that collectively represent an appropriate level of understanding of the content.

How The Evidence Is/Will Be Evaluated

The DoC project will be evaluated by program faculty rubrics designed specifically for each

component. Each of the four components of the DoC project will be evaluated independently and

averaged for an overall DoC project grade. A minimum grade of 80% must be achieved on each

of the three components to successfully complete the DoC project. In the event that a component

earns a score below 80%, the component must be repeated until a score of > 80% is achieved.

The initial score however, will be recorded for course grade purposes.

22

Assessment Overview

DoC Component Benchmark Criteria Assessment Instrument

Literature Review 80% Rubric

Written Program

Proposal 80% Rubric

Content Development 80% Rubric

Presentation 80% Rubric

DoC Project (overall) 80% (overall) Comprehensive Rubric

23






4d.1, 4e.1, 4f.1, 5c.1.

































24
















classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.




learning









25




learning needs.








































26


Dispositions





4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.











3. N/A








27





28






and supports.






























and II.

29











needs (4b.1).


































30








31
















implementation.


and II.




















32














33


















SU

09


10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*


34



evidences rubrics

* * * *

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1

Elizabeth City State University Revisioning Changes December

2009 Electronic Evidence 2 – Documentation of Learning

• Clarification and specification were provided to detail each specialty area. • Delineation of what counts for content for each license/program area has been included in

EE #1, item 2. Electronic Evidence 3 - Differentiated Unit Plan based on the North Carolina Course of Study/Essential Standards

• Clarification is provided on how 4.d.1 (technology) is addressed in the evidence.


• P-12 students has been added so that it is clear that the candidates are working with public school students (1a1).

• Clarification and modifications were provided to delineate that candidates provided evidence that P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).

2


Secondary Education - Mathematics








The new process consists of annual review of candidates’ evidence to ensure that they meet the

standards for teachers based on a rubric that is aligned with the in-service teacher evaluation


utilize trained in-service educators and teacher educators. Through random sampling, each






















The major in Mathematics with a minor in Secondary Education Program has been re-

visioned to reflect the North Carolina Professional Teaching Standards (NCPTS), North

3

Carolina Mathematics Specialty Standards, 21st Century Framework knowledge, skills and

dispositions and changes recommended by Local Educational Agencies (LEAs).



pedagogical skills that will enable candidates to meet the needs of a wide range of diverse

learners.



sixteen hours of specifically required general education courses and may choose from a list

of course options the remaining courses to meet the 46 – 48 credit hours required for general

education. The major in Mathematics with a minor in Secondary Education Re-visioning

Committee identified from the list of course choices specific courses that candidates for the

bachelor’s degree must complete to meet the general education core requirements. By

beginning to integrate 21st Century themes from the beginning of their education at ECSU

and continuing them throughout the program, we could ensure that candidates graduate with

the skills required of 21st Century educators.

Beginning in the freshman year, potential candidates take Freshman Seminar in which they

are immersed in the financial literacy module, personal and social responsibility module, and

ethical behavior module. The EDUC 203 technology course will be moved to general

education requirements to satisfy an ECSU requirement for technology.

During focus group sessions with leadership teams, educators from systems across the

service area, and department members the following needs emerged: additional practical

experience, ability to actively engage all learners, and ability of candidates to actively engage

the family and community in their children’s education.

In addition to changes in the hours of field experience required for the various required

courses, courses requiring field experience will be grouped to provide additional hours of

field experience during the year long internship that begins the semester prior to student

teaching. Changing from one semester focused on honing clinical practice/teaching skill to

more time in real classrooms in the first semester is a major change. So, the senior year will

have Internship I the first semester and Internship II (full-time clinical practice) during the

second semester. Internship II will carry 12 semester hours instead of the current 6 semester

hours. The psychology courses, Human Development and Educational Psychology, will be

dropped and a new course Child Development for Learning and Assessment will be added.

This course will have a defined product outcome to assist candidates with required evidences.

The Mathematics Department conducted an audit of all of its courses. In addition to

restructuring the content of many courses, to enhance content knowledge, four courses were

changed from three credits to four credit courses. Instead of meeting three days per week,

these courses currently meet four days per week Mondays through Thursdays. This rigorous

course content will enable candidates to better prepare their students for the new essential

standards and prepare the candidates themselves for exams such as the PRAXIS II and

4

graduate admissions exams. The total number of mathematics credits required of

mathematics majors with a concentration in secondary education far exceed the number of

credits required of many other majors.

The following tables demonstrate how the current program is different from the proposed and

how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge,

skills and dispositions embedded therein. A curriculum review was conducted during the

2007-2008 academic year. The Mathematics Department has revised its course content to

address the new standards adopted by the State Board of Education. The incorporation of

these new standards in the Mathematics Education curriculum will aid in producing a much

better prepared candidate.

Mathematics Major

Secondary Education Minor



Current Proposed




Spanish I 3





3 CSC118 Computer Science 3

GE Natural Sciences and Math 3 MATH 118 Precalculus 3


GE 152 L Natural Sciences and Math 4 GE 152 Principles of Biological Science 4

GE 155 L Natural Sciences and Math 4 GE 155 Principles of Physical Science 4





GE






TOTAL 47 47



CURRENT PROPOSED



3

EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of 3

5

CURRENT PROPOSED

Education




3



Content Area


Content Area

3


Education Law



Learners

3



Educational Issues

P/F EDUC 478 Seminar in Contemporary

Educational Issues

P/F


Methods

3 EDUC Internship I for yearlong

experience with English

Methods and Secondary


Mathematics

3



Teaching


TOTAL 30 27

MAJOR CORE REQUIREMENTS

MATH

157

Calculus and Analytic

Geometry I 3 MATH 165 Calculus of a Single

Variable I

4

MATH 158 Calculus and Analytic

Geometry II

3 MATH 265 Calculus of a Single

Variable II

4

MATH

256

Calculus and Analytic

Geometry III 3 MATH 256 Calculus of a Single

Variable III

4

MATH 257 Calculus and Analytic

Geometry IV 3 MATH 257 Calculus of a Single

Variable IV

4

MATH 351 Linear Algebra 3 MATH 351 Linear Algebra 3

MATH 365 Exit Seminar in

Mathematics for Juniors 3 MATH 365 Exit Seminar in

Mathematics for Juniors

3

MATH 450 Advanced Calculus 3 MATH 450 Advanced Calculus 3

MATH 458 Differential Equations 3 MATH 458 Differential Equations 3

MATA 462 Mathematical Modeling 3 MATA 462 Mathematical Modeling 3

MATH 465 Exit Seminar in

Mathematics for Seniors 3 MATH 465 Exit Seminar in

Mathematics for Seniors

3

STAT 351 Probability and Statistics

I 3 STAT 351 Probability and Statistics I 3

TOTAL 33 37

CONCENTRATION REQUIREMENTS

MATH 350 Number Theory 3 MATH 350 Number Theory 3

MATH 354 Abstract Algebra I 3 MATH 354 Abstract Algebra I 3

MATH 454 History of Mathematics 3 MATH 454 History of Mathematics 3

MATH 455 Elements of Real

Analysis

3 MATH 455 Elements of Real Analysis 3

6

TOTAL 12

DISCIPLINE AREA ELECTIVES: MUST SELECT 6 CREDITS

MATA 262 Discrete Methods 3 MATA 262 Discrete Methods 3

MATH 352 College Geometry I 3 MATH 352 College Geometry I 3

MATA 366 Complex Variables 3 MATA 366 Complex Variables 3

MATH 400 Operations Research 3 MATH 400 Operations Research 3

MATA 465 Applied Mathematics I 3 MATA 465 Applied Mathematics I 3

MATA 464 Applied Mathematics II 3 MATA 464 Applied Mathematics II 3

STAT 352 Probability and Statistics

II

3 STAT 352 Probability and Statistics 3

TOTAL 6 6

TOTAL

FOR

MAJOR






st Century






were negligible but face-to-face sessions were more productive. The teachers were asked to

make recommendations as to how the university and the public schools might best collaborate to

strengthen the program. Results from the group discussions and surveys were reviewed by the re-

visioning team along with the New Professional Teacher Standards, specialty standards, 21st

themes and the 21st Century Educator’s model were used to structure the proposed, revised

Secondary English Education Program.



evaluative input from school leaders and practitioners and from our community partners.

7
















Required: 3b.1





area.


Documentation of

Learning


that is a research, application, or curriculum

project in the specialty area. The project must

reflect a synthesis of the depth of

understanding and application of content

knowledge.

Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



8






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

9







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

10



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


12



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

15






and










entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining

eligibility in the program.



sequence of specific course(s) through which the content knowledge is acquired. The combined

sequence of courses and the grades earned in the specified courses along with the evidence projects

included in this document demonstrate mastery of the content taught (3b1).



Teacher Education Program, prior to clinical practice, upon completion of clinical practice and prior to

completion of the degree program. At Transition Point I, the candidate’s application for admission to the

Teacher Education Program will be evaluated by the candidate‘s advisor who signs the Application for

16

Admission to the Teacher Education Program and by the Office of Teacher Education and the

admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is

evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for

beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by

both the Office of School Services and by the Office of Teacher Education upon completion of the field

experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of

School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for

graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding

of the degree.





teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL)


The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research,

application, or curriculum project that will span two semesters beginning in the first semester of the

senior year. Candidates must decide on a focus and prepare a proposal detailing their study. Candidates

may complete the project as an individual or in a group. If done as a group project, each candidate must

complete and present a clearly defined individual part. The candidate will conduct an indepth study of

his/her specific interest area. The study must include a strand showing global, multi-ethnic involvement.

Candidates must demonstrate knowledge of discipline-specific technology as well as technology for

communication and management. The culminating project is an indepth study that reflects a synthesis of

the depth of understanding and application of content knowledge. Within the contextual focus area, the

candidate will use critical thinking and problem-solving skills to apply his/her expertise learned in the

major studies to real-world school and/or community issues. The project can take any number of forms.

For example, it might be a design and implementation project, a theoretical or philosophical analysis of

a particular problem or issue, or development of hyper-media materials.


Eurocentric. The project is intended to be innovative, creative, and an original work. The final product

should be clearly presented in a specified form, suitable for inclusion in an electronic/professional

portfolio or other permanent record. Completed projects must demonstrate that the candidate:

Uses research and inquiry methods appropriate to the specialty area project;

Commands a thorough understanding of the specialty content area;

Links and draws upon central strands within specialty area coursework in the conception and


17

Accesses and uses current and foundational literature in the specialty area;




Advocates for engaging the disenfranchised into high quality learning in the specialty area.

The project allows candidates to concentrate on developing a project of a novel, creative, and individual

and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-

approved and is developed through consultation with department faculty. The examination of the interest

area will begin with the research proposal which in turn will feed into the major written research paper.

The main theory requirement is a research paper in which the candidate will discuss a theoretical issue

relating directly to his/her research project.

Candidates will use information and communications technology to present their research paper to a

workshop group during the latter part of the first semester. This high quality multimedia presentation

must accompany the oral presentation.

The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper; 3)

Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText Portfolio.

However, Electronic Evidence #2 is comprised of components one, two, and five as evidence for

documentation of learning.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II;

and

The Culminating Project-Documentation of Learning (DOL) is an indepth study that reflects a synthesis

of the depth of understanding and application of content knowledge.

This synthesis requires that candidates demonstrate an appropriate level of content knowledge in the

teaching specialty.



Project-Documentation of Learning (DOL) Electronic Evidence #2 components of 1) Research

Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.

18






4e.1, 4f.1, 5c.1.







plan may contain individual content lessons as well as integrated content lessons (for example, music

and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS,

21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a

focus for the unit. The instructional plans within the unit will be differentiated to show how candidates

provide students with different avenues to acquiring the designated content; to processing, constructing,

or making sense of ideas; to developing teaching activities and products so that all students in the

classroom learn effectively regardless of differences in ability; and to incorporate group input and

feedback into the work as teams collaborate and cooperate. Candidates’ units must include some

essential features such as:


The lesson content should address the same concepts with all students but be adjusted by degree

of complexity for the diversity of learners in the classroom.




knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks,

supports, materials, additional motivation, or adaptive/assistive equipment for different students

in the classroom.


successful differentiation. Assessment should occur before, during, and following instruction.

Assessments may be paper or electronic, formal or informal, including interviews, surveys,

performance assessments, and more formal evaluation procedures.





monitoring student performance, and communicating results. Candidates should consult other specialists

19

to assist in developing and varying instruction based on student needs. Through this collaboration and

reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the

school setting. The complete unit plan and a written reflection of the total experience will be required of

each teacher candidate. The complete unit plan and a written reflection of the total experience will be

required of each teacher candidate. The unit will be developed the semester prior to clinical practice and

implemented during clinic practice. A rubric will be developed for the unit and the written reflection.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II:

The unit will address the following descriptors as denoted by the terms below selected from the Specific

directions section above:






classroom.


on-going assessment

















disciplines.


studies)



3d.1 Integrates 21st century Skills and content

instruction.










students.




learning




learning needs.






20

























4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric will be

developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher, two additional

professors familiar with instructional practices, and class peers from the candidate’s methods course will

evaluate the candidate’s unit plan, multimedia presentation, and written reflections. Each candidate will

introduce his/her unit plan, multimedia presentation; explain his/her instructional goals, the research-

based practices used, the assessments used, the differentiation strategies used, the demographic

(including exceptional needs and English Language Learners) composition of the class, disaggregated

student performance data, and the desired learning outcomes to his/her assessment team. The candidate

will consult with his/her mentor/cooperating teacher and methods professor throughout the development

of the unit.

21


Dispositions





4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1




they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished

Candidate. 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.






descriptors identified in the Teaching Certification document to be recommended for licensure as well

as all other state and institutional requirements. The candidate’s signature does not imply agreement

with the ratings. The signatures of the cooperating teacher, principal (or designee), and university

supervisor verify the accuracy of and agreement with the ratings on each descriptor.

3. N/A









evaluation.

22



23






supports.




will focus on assessment for learning, not just assessment of the subject matter. The plan will utilize

ongoing authentic assessments and will include formative assessments, benchmark assessments and

statewide summative assessments that are proposed as a part of the North Carolina Department of Public

Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to

utilized benchmarking tools that will supply candidates with learning tasks aligned to the North Carolina

Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be utilized by

the student teacher/clinical intern to drive instruction during clinical practice. Candidates will serve as

emotional and intellectual guides for students as they utilize rubrics to provide a detailed, continuous

profile of students’ strengths and weaknesses. The student teacher/clinical intern with the assistance of

the university supervisor, cooperating teacher/mentor, parents and the students themselves will utilize

the plan to closely monitor academic progress and to focus on areas that need improvement. In this way,

the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the

students will know what good work looks like and progresses toward closing the achievement gap. The

formative assessment plan will focus on assessment rather than measurement. P-12 students will be able

to utilize assessments to learn from their mistakes, take and retake tests and make continuous

improvements. Software tools will be used for records maintenance and for close, continuous contacts

with students and parents.

The assessment plan will be developed during the first semester of the year-long U-Step Internship

Experience while the candidate continues to learn as an apprentice under the leadership and guidance of

his/her methods instructor from the university and cooperating/ mentor teacher from the LEA.



Standards that impact student learning. Since the candidate will take the lead in the development of the





24


responsive to an individual student’s learning needs (4b.1). By utilizing different methods, creating a

variety of authentic assessments and utilizing formative and summative assessment data available at the

school, the candidate will be able to plan instruction appropriate to meet the individual instructional

needs of their students, reflect on their practice on an on-going basis, re-teach, group, provide supports

and facilitate learning for all students regardless of their diverse backgrounds (4b.1, 4h.1). Data

collected for the “Comprehensive Assessment Plan” will be used to analyze student learning and chart a

course to improve student learning (4h.1, 5a.1). By focusing on learning progressions and supports, the

candidate will be able to assess the students’ progress toward meeting individual, grade level and

graduation goals and attaining 21st Century knowledge, skills and dispositions (5a.1).


A team of faculty members will utilize rubrics for pre, mid-term and final assessments of the

Comprehensive Assessment Plan.

25








Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of

Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design

and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor









order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The

candidate will collaborate and engage in professional learning activities further as he/she selects an area

of need and develops and implements an improvement plan for ameliorating the need (1b.1). The

Candidate Leadership Project must be based on a need that is identified in the selected school’s

improvement plan and must be data driven. Data must also be used throughout the project in order to

validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3).

The Candidate Leadership Project will require professional development on an on-going basis - prior to

the development of the project, during the development and implementation of the project and at the end

of the project. The professional development will begin with an overview of the school improvement

planning process and will be conducted by personnel from the selected school. During their field

experience, candidates will be required to become engaged in the school improvement process. On-

going professional development will be conducted collaboratively by ECSU faculty and LEA personnel

(1c.2). The Candidate Leadership Project will require involvement of the students’ families from the

outset. Parental permission must be obtained for the project and the project must include a component

for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the

conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective

journal has become an integral part of everything that we do. The Candidate Leadership Project must

include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).

26






will increase in intensity each semester with a deadline for completion of the project set for the end of

the first semester of the senior year prior to clinical practice. The project will be presented to a team of

ECSU professors and LEA personnel representing the candidates’ major, specialty area and the

cooperating LEA. Implementation of the project will take place during Year Long U-Step Internship I

and II.

27



Teaching Standards Commission, the State Evaluation Committee on Teacher Education, individuals

who have been involved in the development of the specialty area standards and Department of Public

Instruction stall for approval on July 1, 2009.






Implementation and on-going evaluation of the program with LEA partners will commence during the

fall of the 2010-2011 academic year. The first completers of the re-visioned teacher education program

are expected to graduate by the summer of 2012. Continuous program assessment with LEA partners

and program improvements will be on-going. A more detailed timeline follows below:


SU

09


10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*


28



evidences rubrics

* * * *

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

December 2009




EE #1, item 2.









2


Middle Grades Education – Language Arts Concentration

































The Middle Grades Education Program with a Concentration in Language Arts has been re-

visioned to reflect the North Carolina Standards for Teaching, North Carolina Standards for

Middle Grades Language Arts approved January 2009, 21st Century knowledge, skills and

3

dispositions and changes recommended by Local Educational Agencies. Our current

program provides a bachelors’ degree in Middle Grades Education with a concentration in

Language Arts and a specialization in Social Studies.



pedagogical skills that will enable Middle Grades Language Arts candidates to meet the

needs of a wide range of diverse learners. Therefore, instead of focusing on two content

areas, our re-visioned program will focus on one content area and will include a

specialization that focuses on Special Populations and Diversity.

To meet their general education core requirements, all students at Elizabeth City State

University must take sixteen hours of specifically required general education courses and

may choose from a list of course options the remaining courses to meet the 46 – 48 credit

hours required for general education. The Middle Grades Education Re-visioning Committee

identified from the list of course choices specific courses that candidates for a bachelors’

degree in Middle Grades Education with a concentration in Language Arts must complete to

meet the general education core requirements. Spanish I, Public Speaking, Personal

Financial Management and Global Studies were selected in order to ensure that 21st Century

Themes were integrated into the general education courses required of middle grades

candidates. As a result of integrating 21st Century themes from the beginning of candidates

education at ECSU and continuing them throughout the program, we will be able to ensure

that middle grades candidates graduate with the skills required of 21st Century Educators.

The attached matrix demonstrates how the current program is different from the proposed

and how it reflects the North Carolina Standards for Teachers and the 21st Century


during the 2007-2008 academic year. As a result of the review, the following changes in the

Language Arts curriculum were approved during the spring of 2008 and became effective fall

2008: English 302 was discontinued as a requirement.

During our focus group sessions with leadership teams and middle grades educators from

systems across our twenty-one county area, three major needs emerged: effective classroom

management strategies, additional practical experience and the ability to actively engage all

learners. The attached matrix includes a change from the current three hour course entitled

EDUC 349, Classroom Management that requires ten hours of field experience to the

proposed three credit course, Positive Behavior Support (PBS) course that will be paired with

a two credit practicum course (SPED 347 Practicum II) that will require fifteen hours of field

application of concepts and theories learned in PBS. The proposed program for candidates

with concentrations in Middle Grades Mathematics reduces the number of field experience

hours in EDUC 201 Foundations of Education from twenty-five hours to twenty hours. The

total number of field experience hours will increase from 70 hours to 85 hours. In addition to

changes in the hours of field experience required for the various required courses, courses

requiring field experience will be grouped to provide additional hours of field experience

during the first semester of the year long U-Step internship that begins the semester prior to

student teaching. The number of courses designed to meet the diverse needs of students in

inclusive, heterogeneously grouped classrooms will increase from the three credits currently

required to 20 proposed credits.

4

The proposed changes are being made in order to produce candidates who are prepared to

carry out North Carolina State Board of Education’s mission of ensuring that one hundred

percent of public school students graduate from high school globally competitive for work

and higher education and prepared for life in the 21st Century. In order for our candidates to

produce 21st students, they must graduate from Elizabeth City State University as 21

st

Century Educators. Since the majority of public school classrooms in North Carolina are

inclusive classrooms, our re-visioned program will include specialized coursework, field

experience, practica and real world evidence based research experiences that are designed to

meet the needs of a broad population of students including the academically gifted, learning

disabled, ESL, regular education, and students with other special unique needs that will better

prepare candidates to actively engage all students in inclusive, heterogeneous classrooms.

Because of budget constraints, no new courses are proposed to be added at this time. Course

content of existing courses will be revised to reflect the 21st Century Themes and to ensure

that technology is integrated across the curriculum. Departmental and school boundaries

have been invaded to meet the needs of Middle Grades candidates. For example, SOC 401,

The Family, taught in the sociology department, is listed as a proposed requirement for

Middle Grades Majors. This course will enable candidates to better understand the family,

diverse family structures and techniques and approaches for communicating effectively with

diverse families.

LANGUAGE ARTS CONCENTRATION



Current Proposed




Spanish I 3










155 L



4





GE






TOTAL 47 47

5


CURRENT PROPOSED

EDUC 349 Classroom Management 3 (See PBS under Special

Populations Specialization)

EDUC 201 Foundations of Education 3 Multicultural Foundations of

Education

3

PSY 302 Human Development 3 PSY Learning and Assessment 3


)READ 320 Teaching Reading in the

Content Area

3 (See Special populations

Specialization)

EDUC 400 Senior Seminar P/F EDUC 400 Senior Seminar P/F


Issues in Education


Issues in Education

P/F

EDUC 412 Middle Grades Methods 3 EDUC Internship I: U-STEP Part I:

Elementary and Middle

School Instructional Methods

in Mathematics

3

EDUC Observation and Supervision

of Student Teaching

12 EDUC Internship II: U-Step Part 2:

Clinical Practice

12

TOTAL 33 21

Specialty Area Core Course Requirements

Current Proposed

EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F

EDUC 349 Classroom Management 3 EDUC

EDUC 406 Young Adolescent Learner 3 EDUC The Young Adolescent Learner,

Student Centered Instructional

Strategies and Assessment

3

PSY 212 General Psychology 3

TOTAL 6 6

Language Arts CONCENTRATION

CURRENT PROPOSED

ENGL 300 Traditional Grammar 3 ENGL 300 Traditional Grammar 3

ENGL 301 English Literature I 3 ENGL 301 English Literature I 3

ENGL 302 English Literature II 3

ENGL 305 American Literature I 3 ENGL 305 American Literature I 3

ENGL 306 American Literature II 3 ENGL 306 American Literature II 3

ENGL 322 Advanced English Grammar 3 ENGL 322 Advanced English Grammar 3

ENGL 336 Adolescent Literature 3 ENGL 336 Adolescent Literature 3

ENGL 425 Shakespeare OR ENGL 430

English Novel

3 ENGL 425 Shakespeare OR ENGL 430

English Novel

3

SPCH 312 Oral Interpretation of

Literature

3 ENGL 317 Advanced Composition 3

ENGL 399 Creative Writing 3

ENGL 479 Special Studies & Research in

Language and Literature

3

TOTAS 27 30

6

SPECIAL POPULATIONS AND DIVERSE LEARNERS SPECIALIZATION


Education/Laws

3 SPED 280 Introduction to Special Education

and Diverse Learners

3

SPED 340 Assessment 3

SPED 320 Assessing and Teaching

Intermediate Reading

3

SPED 301 Practicum 1(Assessing and

Teaching Reading)

1

READ 320 Teaching Reading in the Content

Area

3


SPED 480 Advocacy and Collaboration 3

SPED 450 Implementing Positive Behavior

Support Systems

3

SPED Practicum 2 (PBS) 2

TOTAL 24

Grand Total 128




visioning of the Middle Grades Language Arts Program included focus groups with current

middle grades candidates, candidates completing student teaching, graduates of the Middle

Grades Education Program and current middle grades teachers. In order to obtain a global

perspective of needs and obtain public school input in the design of a program that could enable

candidates to realize the North Carolina State Board of Education’s mission and produce 21st

Century Educators capable of producing 21st Century graduates, focus groups were held with

members of the leadership teams from four local educational agencies. Results from all of the

focus group discussions and surveys were reviewed by the Middle Grades Education Re-

Visioning Team along with the New Standards for Teachers, standards approved for Middle

Grades Language Arts by the North Carolina State Board of Education in January 2009, 21st

themes and the 21st Century Educator’s model were used to structure the proposed, revised

Middle Grades Education Language Arts Program.

After feedback is received from the North Carolina State Review team this fall, the Middle

Grades Education Re-Visioning Team will continue to revise and field test the proposed Middle

Grades Education Language Arts program. We will continue to obtain evaluative input from

middle school leaders, practitioners, special education teachers, gifted educators and teachers of

English Language Learners as we seek to perfect the Middle Grades Language Arts Model. We

are hoping that the economic landscape in North Carolina will improve so that we may add

additional courses in the future. Facing a turbulent economic forecast, the program was

revisioned based on current resources with the expectation that content in existing courses will

change dramatically.

The Middle Grades Education Re-visioning Team will become a fluid standing committee in the

Department of Teacher Education. In addition to assisting with a smooth transition in the

delivery of the program, the team will be actively involved in ongoing formative and summative

assessments. The team will compare and contrast data on the performance of both candidates

7

and of the students that they serve. Program adjustments will continue to be driven by

performance data.

8
















Required: 3b.1





area.


Documentation of

Learning Research

Project


that is a research, application in the language

arts specialty area. The project must reflect a



Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



9






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

10







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

12



ELEMENTS


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


13



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

16






and










entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining

eligibility in the program. The following courses are used by candidates to demonstrate competencies:


ENGL 300 Traditional Grammar 3

ENGL 301 English Literature I 3

ENGL 305 American Literature I 3

ENGL 306 American Literature II 3

ENGL 322 Advanced English Grammar 3

ENGL 336 Adolescent Literature 3

ENGL 425 Shakespeare OR ENGL 430 English Novel 3

ENGL 317 Advanced Composition 3

ENGL 399 Creative Writing 3

ENGL 479 Special Studies & Research in Language and Literature 3

TOTAL 30

17



sequence of specific course(s) through which the content knowledge is acquired. The combined

sequence of courses and the grades earned in the specified courses along with the evidence projects

included in this document demonstrate mastery of the content taught (3b1).



Teacher Education Program, prior to clinical practice, upon completion of clinical practice and prior to

completion of the degree program. At Transition Point I, the candidate’s application for admission to the

Teacher Education Program will be evaluated by the candidate‘s advisor who signs the Application for

Admission to the Teacher Education Program and by the Office of Teacher Education and the

admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is

evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for

beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by

both the Office of School Services and by the Office of Teacher Education upon completion of the field

experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of

School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for

graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding

of the degree.

18




This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the teaching

specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) – Research

Project


The Culminating Project-Documentation of Learning (DOL) Research Project is an advisor-approved

project that will span two semesters beginning in the first semester of the senior year. Candidates must

decide on a focus and prepare a proposal detailing their study. Through their Senior Capstone Course,

ENGL 479, Special Studies and Research in Language and Literature, candidates will reflect on the knowledge,

skills and dispositions that they have acquired through their studies in Language Arts and select an area that they

will study indepth in language, literature, writing or grammar and complete a project or research paper that

demonstrates content knowledge in the area selected. Candidates must demonstrate knowledge of discipline-

specific technology as well as technology for communication and management. The culminating project

is an indepth study that reflects a synthesis of the depth of understanding and application of content

knowledge. Within the contextual focus area, the candidate will use critical thinking and problem-

solving skills to apply his/her expertise learned in the major studies to real-world school and/or

community issues. The project can take any number of forms. For example, it might be a design and

implementation project, a theoretical or philosophical analysis of a particular problem or issue, or

development of hyper-media materials.


Eurocentric. The project is intended to be innovative, creative, and an original work. The final product

should be clearly presented in a specified form, suitable for inclusion in an electronic/professional

portfolio or other permanent record. Completed projects must demonstrate that the candidate:

Uses research and inquiry methods appropriate to the language arts specialty area project;

Commands a thorough understanding of the language arts content area;

Links and draws upon central strands within language arts coursework in the conception and


Accesses and uses current and foundational literature in the language arts area;




Advocates for engaging the disenfranchised into high quality learning in the language arts

specialty area.

The project allows candidates to concentrate on developing a project of a novel, creative, and individual

and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-

19

approved and is developed through consultation with department faculty. The examination of the interest

area will begin with the research proposal which in turn will feed into the major written research paper.

The main theory requirement is a research paper in which the candidate will discuss a theoretical issue

relating directly to his or her research project.





The Culminating Project-Documentation of Learning (DOL) Research Project is an indepth study that

reflects a synthesis of the depth of understanding and application of language arts content knowledge. This

synthesis requires that candidates demonstrate an appropriate level of content knowledge in the teaching

specialty.

Standards for English/Language Arts Teacher Candidates

Standard 1: ELA teacher candidates demonstrate knowledge and use of reading processes through the use of a wide

range of texts.

Standard 2: ELA teacher candidates demonstrate the knowledge and use of multiple composing processes.

Standard 3: ELA teacher candidates demonstrate the knowledge and use of the function, the influence, and the

diversity of language.

Standard 4: ELA teacher candidates demonstrate the knowledge and use of the integrated practices of multimodal

literacies.



Project-Documentation of Learning (DOL) Research Project Electronic Evidence #2 components of 1)

Research Proposal; 2) Scholarly Paper; and 3) Presentation to an Audience.

20

#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions Pedagogical and Professional Knowledge Skills and Dispositions:




4e.1, 4f.1, 5c.1.







plan may contain individual content lessons as well as integrated content lessons (for example, music

and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS,

21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a

focus for the unit. The instructional plans within the unit will be differentiated to show how candidates

provide students with different avenues to acquiring the designated content; to processing, constructing,

or making sense of ideas; to developing teaching activities and products so that all students in the

classroom learn effectively regardless of differences in ability; and to incorporate group input and

feedback into the work as teams collaborate and cooperate. Candidates’ units must include some

essential features such as:


The lesson content should address the same concepts with all students but be adjusted by degree

of complexity for the diversity of learners in the classroom.





supports, materials, additional motivation, or adaptive/assistive equipment for different students

in the classroom.





21





monitoring student performance, and communicating results. Candidates should consult other specialists

to assist in developing and varying instruction based on student needs. Through this collaboration and

reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the

school setting. The complete unit plan and a written reflection of the total experience will be required of











classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.



4d.1 Integrates technology to maximize students’ Candidates’ technology integrated lessons will show clearly

22

learning articulated thoughts and ideas with effective oral, written, and










learning needs.



































based practices used, the assessments used, the differentiation strategies used, the demographic

(including exceptional needs and English Language Learners) composition of the class, disaggregated

student performance data, and the desired learning outcomes to his/her assessment team. The candidate

will consult with his/her mentor/cooperating teacher and methods professor throughout the development

of the unit.

23

#4 Required (State-prescribed) - Pedagogical and Professional Knowledge

Skills and Dispositions





4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1

Name of Evidence: LEA/IHE Certification of Teaching Capacity

2) Specific directions and/or requirements for the evidence provided to the candidates


they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished

Candidate. 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.






descriptors identified in the Teaching Certification document to be recommended for licensure as well

as all other state and institutional requirements. The candidate’s signature does not imply agreement

with the ratings. The signatures of the cooperating teacher, principal (or designee), and university

supervisor verify the accuracy of and agreement with the ratings on each descriptor.

4) How the evidence is/will be evaluated by the institution.








evaluation.



24






supports.




will focus on assessment for learning, not just assessment of the subject matter. It will utilize ongoing


summative assessments that are proposed as a part of the North Carolina Department of Public

Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to

utilized benchmarking tools including ClassScape that will supply candidates with learning tasks aligned

to the North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment

Plan will be utilized by the student teacher/clinical intern to drive instruction during clinical practice in

his/her assigned P-12 public school. Candidates will serve as emotional and intellectual guides for

students as they utilize rubrics to provide a detailed, continuous profile of students’ strengths and

weaknesses. The student teacher/clinical intern with the assistance of the university supervisor,

cooperating teacher/mentor, parents, administrators at the assigned P-12 public school and the students

themselves will utilize the plan to closely monitor academic progress and to focus on areas that need

improvement. In this way, the student teacher/clinical intern, university supervisor, cooperating

teacher/mentor, parents and the students and local P-12 administrator will know what good work looks

like and progress the assigned P-12 school is making toward closing the achievement gap. The formative

assessment plan will focus on assessment rather than measurement. P-12 students will be able to utilize

assessments to learn from their mistakes, take and retake tests and make continuous improvements.

Software (i.e. ClassScape tools will be used for records maintenance and for close, continuous contacts

with students and parents.

The Assessment Plan will be developed during the first semester of the year-long U-Step Internship


his/her methods instructor, from the university supervisor and cooperating/ mentor teacher from his/her

assigned P-12 public school.



Standards the 21st Century Skills that impact student learning. Candidates will evaluate the progress of

P-12 students using a variety of assessment data to measure attainment of goals outlined in the North

25












and summative assessments. Candidate must show that they used the data to reflect upon the points in

the assessment and learning process where specific students and groups of students began to show

evidence of growth or difficulty in their learning and where candidates made modifications to impact

positively the students’ learning. By utilizing on-going research based teaching strategies, creating a

variety of authentic assessments and utilizing formative and summative assessment data available

through ClassScape and at the assigned P-12 public school, the candidate will be able to plan and

scaffold instruction appropriate to meet the individual instructional needs of their students, reflect on

their practice on an on-going basis, re-teach, group, regroup, provide supports and facilitate learning for

all students regardless of their diverse backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive

Assessment Plan” will be used to analyze student learning and chart a course to improve student

learning (4h.1, 5a.1).



st Century Skills

through incorporating global awareness, technology integration, media literacy, critical thinking,

problem solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for

student collaboration and innovation. The Comprehensive Plan itself will require candidates to

demonstrate their ability to utilize 21st Century technology (i.e. ClassScape), to communicate and

collaborate effectively with a team of University and P-12 school personnel including their cooperating

teacher, cooperating principal and university supervisor. The plan will require candidates to include

content such as global awareness. ClassScape, an online classroom-based assessment system, will

enable pre-service teachers to achieve and maintain curriculum/ instructional alignment, assist them with

identifying and remediating individual and class weaknesses, and help them to differentiate instruction

for students who demonstrate mastery. Candidates will integrate the flow of information from a wide



articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a

variety of forms and contexts including digital technologies (computers, PDAs, media players, GPS,

etc.), networking tools and social networks (4h.2).





26




27








Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of

Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design

and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor









order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The

candidate will collaborate and engage in professional learning activities further as he/she selects an area

of need and develops and implements an improvement plan for ameliorating the need (1b.1). The

Candidate Leadership Project must be based on a need that is identified in the selected school’s

improvement plan and must be data driven. Data must also be used throughout the project in order to

validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3).

The Candidate Leadership Project will require professional development on an on-going basis - prior to

the development of the project, during the development and implementation of the project and at the end

of the project. The professional development will begin with an overview of the school improvement

planning process and will be conducted by personnel from the selected school. During their field

experience, candidates will be required to become engaged in the school improvement process. On-

going professional development will be conducted collaboratively by ECSU faculty and LEA personnel

(1c.2). The Candidate Leadership Project will require involvement of the students’ families from the

outset. Parental permission must be obtained for the project and the project must include a component

for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the

conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective

journal has become an integral part of everything that we do. The Candidate Leadership Project must

include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).

28






will increase in intensity each semester with a deadline for completion of the project set for the end of

the first semester of the senior year prior to clinical practice. The project will be presented to a team of

ECSU professors and LEA personnel representing the candidates’ major, specialty area and the

cooperating LEA. Implementation of the project will take place during Year Long U-Step Internship I

and II.

D. Timeline for Implementation:

S

U

09

S O

N D

J F M A M

S

U

10

S O

N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*




evidences rubrics

*

*

*

*

29

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

December 2009




EE #1, item 2.









2


Middle Grades Education – Mathematics Concentration






























different from the current program.

The Middle Grades Education Program with a Concentration in Mathematics has been re-


Middle Grades Mathematics approved January 2009, 21st Century knowledge, skills and


3

program provides a bachelors’ degree in Middle Grades Education with a concentration in

mathematics and a specialization in science.



pedagogical skills that will enable Middle Grades mathematics candidates to meet the needs

of a wide range of diverse learners. Therefore, instead of focusing on two content areas, our

re-visioned program will focus on one content area and will include a specialization that

focuses on Special Populations and Diversity.






degree in Middle Grades Education with a concentration in mathematics must complete to




candidates. As a result of integrating 21st Century themes from the beginning of their







mathematics curriculum were approved during the spring of 2008 and became effective fall

2008: The Mathematics Department changed Math 157 Calculus/Analytic Geometry I (3

credits) and Math 158 Calculus/Analytic Geometry II (3 credits) to MATH 165 Calculus of a

Single Variable I (4 credits) and MATH 265 Calculus of a Single Variable II (4credits)

respectively. CSC 111 or 115, was dropped as a requirement. Candidates were required to

take EDUC 203, Introduction to Computer Instructional Technology instead.




learners. The attached matrix includes a change from the current three credit course entitled


proposed three credits Positive Behavior Support course that will be paired with a practicum

course that requires two credits (SPED 347). This Practicum I course will require fifteen

hours of field experience. The proposed program for candidates with concentrations in

Middle Grades Mathematics reduces the number of field experience hours in EDUC 201

Foundations of Education from twenty-five hours to twenty hours. The total number of field

experience hours will increase from 70 hours to 85 hours. In addition to changes in the hours

of field experience required for the various required courses, courses requiring field

4

experience will be grouped to provide additional hours of field experience during the year

long U-Step internship that begins the semester prior to student teaching. The number of

courses designed to assist students with meeting the needs of students in inclusive classrooms

will increase from the three credits currently required to 20 proposed credits.






st


inclusive classrooms, our re-visioned program will include specialized coursework in special

education that will better prepare candidates to actively engage all students in inclusive,

heterogeneous classrooms.


Current and Proposed Changes Current Proposed




Spanish I 3






GE Natural Sciences and Math 3 GE 115 College Algebra 3


GE 152/L Natural Sciences and Math 4 GE 152 L Principles of Physical Science 4

GE 155 L Natural Sciences and Math 4 GE 155 L Principles of Biological Science 4





GE






TOTAL 47 47


CURRENT PROPOSED



3 EDUC

203

Introduction to Computer


3

EDUC 349 Classroom Management 3 (See PBS under Special Education

Cognate


Education

3

5

PSY 302 Human Development 3 PSY Childhood Development for


3


READ 320 Reading 3 (See Special Education

Specialization)

EDUC 400 Senior Seminar P/F EDUC

400

Senior Seminar P/F

EDUC 478 Seminar in Contemporary Issues

in Education

P?F EDUC

478

Seminar in Contemporary Issues in

Education

P/F


Elementary and Middle School


Mathematics

3

EDUC Observation and Supervision of

Student Teaching


Clinical Practice

12

TOTAL 33 24


Current Proposed






3


TOTAL 6 6

MATHEMATICS CONCENTRATION

CURRENT PROPOSED

GE 118 Precalculus 3 GE 118 Precalculus 3

MATH 165 Calculus of a Single

Variable I

4 MATH 165 Calculus of a Single Variable I 4

MATH 265 Calculus of a Single

Variable II

4 MATH 265 Calculus of a Single Variable II 4

MATH 256 Calculus of a Single Variable III 4

MATH 351 Linear Algebra 3 MATH 351 Linear Algebra 3

MATH 352 College Geometry I 3 MATH 352 College Geometry I 3

MATH 454 History of Mathematics 3 MATH 456 Contemporary Issues in

Mathematics Education

3

CSC 115 Computer Science I 3 MATA 462 Mathematical Modeling 3

College Algebra 3 (GE Requirement)

26 27



Education/Laws



3




3

SPED 301 Practicum 1(Reading) 1


SPED 480 Advocacy and Collaboration 3

6


Support Systems

3


TOTAL 21

B. How public school partners were involved in the re-visioning of the program and how they will

be involved in the delivery and evaluation of the program.

In addition to the involvement of region one superintendents and public school partners on

various administrative levels, the re-visioning of the Middle Grades Mathematics Program

included focus groups with current middle grades candidates, candidates completing student

teaching, graduates of the Middle Grades Education Program and current middle grades teachers.

In order to obtain a global perspective of needs and obtain public school input in the design of a

program that could enable candidates to realize the North Carolina State Board of Education’s

mission and produce 21st Century Educators capable of producing 21

st Century graduates, focus

groups were held with members of the leadership teams from four local educational agencies.

Results from all of the focus group discussions and surveys were reviewed by the Middle Grades

Education Re-Visioning Team along with the New Standards for Teachers, standards approved

for Middle Grades Mathematics by the North Carolina State Board of Education in January

2009, 21st themes and the 21

st Century Educator’s model were used to structure the proposed,

revised Middle Grades Education Mathematics Program.

After feedback is received from the North Carolina State Review teams this fall, the Middle


Grades Education Mathematics program. We will continue to obtain evaluative input from

middle school leaders and practitioners as well as from special education, gifted educators and

educators of English Language Learners as we seek to perfect the Middle Grades Mathematics

Model.



delivery of the program, the team will be actively involved in ongoing formative and summative

assessments. The team will compare and contrast data on the performance of both candidates

and the students that they serve. Program adjustments will continue to be driven by

performance data.

7
















Required: 3b.1





area.


Documentation of

Learning-

Mathematical

Modeling Project


that is a research application in the math




Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



8






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

9







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

10



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


12



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

15






and II; and














GE 118 Precalculus 3

MATH 165 Calculus of a Single Variable I 4

MATH 265 Calculus of a Single Variable II 4

MATH 256 Calculus of a Single Variable III 4

MATH 351 Linear Algebra 3

MATH 352 College Geometry I 3

MATH 456 Contemporary Issues in Mathematics

Education

3

MATA 462 Mathematical Modeling 3

TOTAL 27

16


and II.























teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL)- Mathematical

Modeling Project


The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research,

application that will span two semesters beginning in the first semester of the senior year.

Candidates must decide on a focus and prepare a proposal detailing their study. The project will

be planned during the first semester of the candidate’s senior year in MATH 456 Contemporary

Issues in Mathematics Education and implemented during the second semester of the senior year

in MATA 462 Mathematical Modeling. Candidates will select a real world problem and utilize

mathematical modeling as a problem solving approach. Candidates will demonstrate how simple

17

mathematics can help formulate and solve real problems of current research interest in a wide

range of fields, including biology, ecology, computer science, geophysics, engineering, and the

social sciences. Candidates may select from a wide array of topics. Mathematics Modeling

projects will begin with the history of the problem, follow with a demonstration of how it can be

modeled using various mathematical tools, and close with a discussion of its remaining unsolved

aspects.

Candidates must demonstrate 21st Century technology skills, knowledge of discipline-specific

technology, as well as technology for communication and management. Candidates will use

computers to keep virtual involvement in selected real world problems via the internet, keep

track of data using EXCEL spreadsheets, computer generated graphs, problem specific software

and any other available interactive software to analyze and evaluate issues. In addition to

computer simulations, the mathematical modeling project must demonstrate the use of analytical

techniques. Mathematical modeling projects must be research based and must demonstrate the

candidate’s problem solving and critical thinking ability. Candidates will use information and

communications technology to present their research paper to a workshop group in a “regional

mathematics contest” format during the latter part of the first semester. A high quality

multimedia presentation must accompany the oral presentation.

This culminating project is an indepth study that reflects a synthesis of the depth of

understanding and application of mathematical content knowledge. Within the contextual focus

area, the candidate will use critical thinking and problem-solving skills to apply his/her expertise

learned in the major studies to real-world and/or community issues. Candidates will consult with

their professor in selecting problems that may range from those that can be solved with relatively

simple mathematics to ones that require more sophisticated methods. The examination of the

interest area will begin with the research proposal which in turn will feed into the major written

research paper. The main theory requirement is a research paper in which the candidate will

discuss a theoretical issue relating directly to his/her research project. The mathematical

modeling project must demonstrate depth and breadth of content knowledge. Additional specifics

of the Mathematical Modeling Project will be determined when study teams meet during the fall

semester of the 2009-2010 academic year.


and II.

The Culminating Project-Documentation of Learning (DOL)-Mathematical Modeling is an indepth

study that reflects a synthesis of the depth of understanding and application of mathematics content

knowledge. This synthesis requires that candidates demonstrate an appropriate level of content

knowledge in the mathematics teaching specialty area as outlined above (3b.1). Candidates are

expected to align their content depth project with appropriate specialty area standards. Standards for Mathematics Teacher Candidates:

Standard 1: Mathematics teacher candidates possess the mathematical knowledge needed to enable students to

understand numbers, ways of representing numbers, and relationships among numbers and number systems and to

enable students to understand meanings of operations and how they relate to one another. Candidates enable students

to develop computational fluency and to make reasonable estimates. At the middle and secondary grade levels,

teacher candidates need the mathematical knowledge to enable students to transfer their understanding of numbers

18

and number operations to symbolic expressions involving variables. Number sense, numeration, numerical

operation, and algebraic thinking.


analyze the characteristics and properties of 2- and 3-dimensional geometric shapes; to develop mathematical

arguments about geometric relationships; to understand units, processes of measure, and measurable attributes of

objects; and to apply appropriate techniques, tools, and formulas to determine measurements. They enable students

to develop the visualization, spatial reasoning, and geometric modeling to solve problems. Teacher candidates

particularly at middle and secondary grade levels need the mathematical knowledge to enable students to use

coordinate geometry in solving problems, to understand concepts of symmetry, and to apply transformations. Spatial

sense, measurement and geometry


understand patterns, relations, and functions. This includes the use of algebraic symbols to represent and analyze

mathematical situations, the use of mathematical models to represent and understand quantitative relationships, and

the analysis of “change” in various contexts. Patterns, relationships, and functions


formulate questions that can be addressed with data, along with the necessary skills to collect, organize, and display

relevant data to answer those questions. They enable students to select and use appropriate statistical methods to

analyze data, to understand and apply basic concepts of probability, and to develop and evaluate inferences and

predictions that are based on data. Data analysis, probability and statistics


develop skills in problem solving, making connections between various branches of mathematics, reasoning and

proof, and communication and representation of mathematical ideas. Mathematical process skills.

Standard 6: Mathematics teacher candidates must be versed in the appropriate use of mathematical tools and

manipulatives.


A team of faculty members and LEA partners develop rubrics that contains pre, interim and post

assessments that will be used for the Culminating Project-Documentation of Learning (DOL)-

Mathematical Modeling Electronic Evidence #2 components of 1) Research Proposal; 2)

Scholarly Paper; and 5) Presentation (multimedia and oral) to an Audience.






4d.1, 4e.1, 4f.1, 5c.1.




19








































NCPTS Element Specific Directions Selections

20

1a.2 Draws on appropriate data to develop





classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.




learning












learning needs.




















21





















22


Dispositions





4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.











3. N/A








23





24






and supports.






























and II.

25











needs (4b.1).


































26








27
















implementation.


and II.



















28















29


















S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


*

*

*

*

*

*

*

30

lessons learned




evidences rubrics

*

*

*

*

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

December 2009




EE #1, item 2.









2


Middle Grades Education – Social Studies Concentration








The new process consists of annual review of candidate’s evidence to ensure that he/she meet the

























The Middle Grades Education Program with a Concentration in Social Studies has been re-


Middle Grades Mathematics approved January 2009, 21st Century knowledge, skills and


3

program provides a bachelor’s degree in Middle Grades Education with a concentration in

Social Studies and a specialization in Language Arts.



pedagogical skills that will enable Middle Grades Social Studies candidates to meet the needs

of a wide range of diverse learners. Therefore, instead of focusing on two content areas, our

re-visioned program will focus on one content area and will include a specialization that

focuses on Special Populations and Diversity.






degree in Middle Grades Education with a concentration in Language Arts must complete to




candidates. As a result of integrating 21st Century themes from the beginning of candidates







Language Arts curriculum were approved during the spring of 2008 and became effective fall

2008: English 302 was discontinued as a requirement.




learners. The attached matrix includes a change from the current three hour course entitled


proposed three credit course, Positive Behavior Support (PBS) course that will be paired with

a two credit practicum course (SPED 347 Practicum II) that will require fifteen hours of field

application of concepts and theories learned in PBS. The proposed program for candidates

with concentrations in Middle Grades Mathematics reduces the number of field experience

hours in EDUC 201 Foundations of Education from twenty-five hours to twenty hours. The

total number of field experience hours will increase from 70 hours to 85 hours. In addition to

changes in the hours of field experience required for the various required courses, courses

requiring field experience will be grouped to provide additional hours of field experience

during the first semester of the year long U-Step internship that begins the semester prior to

student teaching. The number of courses designed to meet the diverse needs of students in

inclusive, heterogeneously grouped classrooms will increase from the three credits currently

required to 20 proposed credits.

4






st


inclusive classrooms, our re-visioned program will include specialized coursework, field

experience, practicum and real-world evidence based research experiences that are designed

to meet the needs of a broad population of students including the academically gifted,

learning disabled, ESL, regular education, and students with other special unique needs that

will better prepare candidates to actively engage all students in inclusive, heterogeneous

classrooms.

Because of budget constraints, no new courses are proposed to be added at this time. Course

content of existing courses will be revised to reflect the 21st Century Themes and to ensure

that technology is integrated across the curriculum. Departmental and school boundaries

have been invaded to meet the needs of Middle Grades candidates. For example, SOC 401,

The Family, taught in the sociology department, is listed as a proposed requirement for

Middle Grades Majors. This course will enable candidates to better understand the family,

diverse family structures and techniques and approaches for communicating effectively with

diverse families.

Social Studies Concentration



Current Proposed




Spanish I 3










155 L



4





GE






TOTAL 47 47

5


CURRENT PROPOSED

EDUC 349 Classroom Management 3 (See PBS under Special



Education

3

PSY 302 Human Development 3 PSY Learning and Assessment 3


)READ 320 Teaching Reading in the

Content Area

3 (See Special populations

Specialization)

EDUC 400 Senior Seminar P/F EDUC 400 Senior Seminar P/F


Issues in Education


Issues in Education

P/


Elementary and Middle

School Instructional Methods

in Mathematics

3

EDUC Observation and Supervision

of Student Teaching


Clinical Practice

12

TOTAL 30 21


Current Proposed






3


TOTAL 6 6

SOCIAL STUDIES CONCENTRATION

CURRENT PROPOSED

SOC 201 Introduction to Sociology 3

HIST 255 US History to 1877 3 HIST 255 US History to 1877 3

HIST 256 US History Since 1877 3 HIST 256 US history Since 1877 3

HIST 376 North Carolina History 3 HIST 376 North Carolina History 3

HIST 250 African American History 3 HIST 250 African American History 3

ECON 201 Principles of Economics 3 ECON 201 Principles of Economics 3


Government

3 GEOG 201 World Geography 3

HIST 385 Modern Europe OR GLBS 320 World Societies and Cultures 3

HIST 386 Europe Since 1914 3 POLS 304 State and Local Government 3

HIST 397 Historical Methods and

Historiography

3

HIST 499 History Seminar 3

TOTAL 24 30

6



Education/Laws



3




3

SPED 301 Practicum 1(Assessing

andTeaching Reading)

1

READ 320 Teaching Reading in the Content

Area

3



Support Systems

3


TOTAL 3 21

Grand Total 126



In addition to the involvement of Region One Superintendents and public school administrative

teams from across the region, the re-visioning of the Middle Grades Social Studies Program

included focus groups with current middle grades candidates, candidates completing student

teaching, graduates of the Middle Grades Education Program and current middle grades teachers.

In order to obtain a global perspective of needs and obtain public school input in the design of a

program that could enable candidates to realize the North Carolina State Board of Education’s

mission and produce 21st Century Educators capable of producing 21

st Century graduates,

specific focus groups were held with members of the leadership teams from four local

educational agencies. Results from all of the focus group discussions and surveys were

reviewed by the Middle Grades Education Re-Visioning Team along with the New Standards for

Teachers, standards approved for Middle Grades Language Arts by the North Carolina State

Board of Education in January 2009, 21st themes and the 21

st Century Educator’s model were

used to structure the proposed, revised Middle Grades Education Social Studies Program.

After feedback is received from the North Carolina State Review team this fall, the Middle


Grades Education Social Studies program. We will continue to obtain evaluative input from

middle school leaders, practitioners, special education teachers, gifted educators and teachers of

English Language Learners as we seek to perfect the Middle Grades Social Studies Model. We

are hoping that the economic landscape in North Carolina will improve so that we may add

additional courses in the future. Facing a turbulent economic forecast, the program was re-

visioned based on current resources with the expectation that content in existing courses will

change dramatically.



delivery of the re-visioned program, the team will be actively involved in ongoing formative and

summative assessments. The team will compare and contrast data on the performance of both

candidates as well as the students that they serve. Program adjustments will continue to be

driven by performance data.

7


This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all candidates in the

program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the program standards. Briefly

describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended alignment of the descriptors with

the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.











Required: 3b.1





area.


Documentation of

Learning Capstone

Research

Project/Paper


that is a research application in the specialty

area. The project must reflect a synthesis of

the depth of understanding and application of

content knowledge.

Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



8






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

9


In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section I .

Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template submitted

MUST reflect the alignment used by the institution.



ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

10



ELEMENTS 2. Begins to develop professional relationships and networks.

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.

#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS 2. Uses research-verified strategies to provide effective learning activities for students with

special needs.

#1 #2 #3 #4 #5 #6 #7 #8


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


12



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

15






and II; and











required for maintaining eligibility in the program.

Middle Grades Social Studies Concentration HIST 255 US History to 1877 3

HIST 256 US history Since 1877 3

HIST 376 North Carolina History 3

HIST 250 African American History 3

ECON 201 Principles of Economics 3

GEOG 201 World Geography 3

GLBS 320 World Societies and Cultures 3

POLS 304 State and Local Government 3

HIST 397 Historical Methods and Historiography 3

HIST 499 History Seminar 3

TOTAL 30

16


and II.























teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) -

Research Project


The Culminating Project-Documentation of Learning (DOL) Research Project is an advisor-

approved research, application, or curriculum project that will span two semesters beginning in

the first semester of the senior year. Candidates must decide on a focus and prepare a proposal

detailing their study. Candidates for a degree in Middle Grades Education with a concentration in

Social Studies must complete a yearlong “Capstone Research Project in order to graduate.

Through their yearlong “Capstone Research Project,” Middle Grades Social Studies candidates

will demonstrate proficiency in historical research, critical thinking, critical analysis, historical

writing techniques, technology integration and effective presentation before a panel of judges.

Candidates will be introduced to the project during Freshmen Seminar and will begin the initial

steps toward framing the project during their first history course. Detailed techniques and

approaches for completing the project will be provided in HIST 397, Historical Methods and

17

Historiography, a three credit course. Candidates will begin their actual research in HIST 397

and will complete it in HIST 499, History Seminar which is also a three credit course.

This project allows candidates to concentrate on developing a project of a novel and creative

nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-approved

and is developed through consultation with department faculty. The examination of the interest

area will begin with the research proposal which in turn will feed into the major written research

paper. The main theory requirement is a research paper in which the candidate will discuss a

theoretical issue relating directly to his/her research project.


to a workshop group during the latter part of the first semester. This high quality multimedia



and II.

The Culminating Project-Documentation of Learning (DOL) Research Project is an indepth

study that reflects a synthesis of the depth of understanding and application of content

knowledge. This synthesis requires that candidates demonstrate an appropriate level of social

studies content knowledge in the teaching specialty. Candidates are expected to align their

documentation of learning (DOL) research project with appropriate social studies specialty area

standards. Each candidate must select a topic, concept, or theme from their content area

preparation coursework that effectively demonstrates their depth of social studies content in at

least one of the following content area standards.

Standards for Social Studies Teacher Candidates

Standard 1. Culture and Cultural Diversity: People, Places, and Environments

Teacher candidates who teach social studies know and can facilitate learning about how culture and culture systems

function. They are able to teach about how human beings relate to their environment and the impact of that

relationship on culture.

Standard 2. Time, Continuity, and Change: Teacher candidates who teach social studies know and can facilitate

learning about historical periods and patterns. They teach about diverse perspectives and sources of information that

inform an understanding of the past, present, and future.

Standard 3. Economic, Scientific, and Technological Development

Teacher candidates who teach social studies know and can facilitate learning about how economic forces affect

individuals and communities and about the management of individual and collective resources in a global economy.

This includes the influence of science, technology, and ecologic interdependence on all aspects of human enterprise

including systems such as transportation, communication, health care, warfare, agriculture, and industry.

Standard 4. Individuals, Groups, and Institutions: Their Development and Identities

Teacher candidates who teach social studies know and can facilitate learning about how individual and collective

identities are shaped by groups and institutions.

Standard 5. Civic Ideals and Practices: Power, Authority, and Governance

Teacher candidates who teach social studies know and can facilitate learning about the principles of democracy and

human rights and about the variety of ways that governments, leaders, and citizens exercise power, develop laws,

and maintain order.

18



Culminating Project-Documentation of Learning (DOL) Research Project Electronic Evidence

#2 components of 1) Research Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.

19






4d.1, 4e.1, 4f.1, 5c.1.


































20















classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.




learning









4b.1.Collaborates with colleagues to monitor candidates will collaborate with inservice teachers on goal


21



learning needs.






































22


Dispositions





4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.











3. N/A










23



24






and supports.






























and II.

25











needs (4b.1).


































26








27
















implementation.


and II.





















28













29


















S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*


30



evidences rubrics

* * * *

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

December 2009



Delineation of what counts for content for each license/program area has been included in EE #1,

item 2.





P-12 students has been added so that it is clear that the candidates are working with public school

students (1a1).

Clarification and modifications were provided to delineate that candidates provided evidence that

P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).

2


Music Education


Elizabeth City State University (ECSU) is submitting this program in response to the state’s call for re-


concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates

barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on

increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s

partnership agreement NCATE.


for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual

reviews will be coordinated by the State Board of Education and utilize trained inservice educators and

teacher educators. Through random sampling, each specialty area program will be reviewed on a

systematic basis when a critical mass of program completers is reached, but at least once every seven

years. Additionally, candidate on-the-job performance and institutional involvement with and service to

the public schools will be considered in continuing program approval.

The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with

the program’s mission and the conceptual framework. The North Carolina Professional Educator

Standards and the following the programmatic themes are addressed throughout coursework and

experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of

Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the

Framework for 21st Century learning.


proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of

the program and how they will be involved in the delivery and evaluation of the program; C) The electronic

evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II,

and Section III; and D) The timeline for implementation.

Music Education – The Program

The music department has significantly restructured its music education program to address the collective

vision for 21st Century Learning that can be used to strengthen the education system that will include

components of knowledge, skills, and dispositions. The collective vision encompasses the following six

areas: 21st Century Content, Learning and thinking skills, ICT Literacy, Life Skills, and 21

st Century

Assessments and Core Subjects.

To address the 21st Century content, the department has implemented an African African-American in

Music course and the Survey of Nonwestern Music to provide a global awareness of music that expands

the traditional Western emphasis. Also, in this area, music majors will address financial and business

awareness in completing assignments regarding music budgets and inventories that will be addressed in

3

the music method courses. The other components of the 21 Century content areas: Civic Literacy and

Health and Wellness awareness are addressed in selected General Education courses.

The Learning and Thinking Skills area comprises several skills which will be needed in the 21st Century:

critical-thinking, problem solving, communication, creative and innovating skills, collaboration,

contextual learning and information and media literacy. The arts, such as music have long since utilized

the skills in this area. Music students are expected to use critical-thinking and problem solving skills in

music theory or orchestration courses, where students have to analyze and write music. In these courses,

students have to employ decision-making techniques when being innovative in writing music, using

specific formulas. Further, when performing or listening to music, music students have to determine if

the music is performed correctly. So often, music students will be called upon to justify music or the arts

within the education system; therefore, music students must use good verbal or written communication

skills in addressing various populations within the school system. Regarding collaboration and context, all

music education courses are intertwined. Basically with theses courses, a set of music knowledge is

needed to progress successfully in required courses. In examining information and media literacy, music

students gain knowledge of professional journals, references, music books, and music scores that will

enhance further the study of music. Furthermore, in the music methods courses, students will more than

ever use the skills in this area when designing effective unit plan enabling the students in the public

school systems to have the propensity to be life-long learners or appreciators of music.

Music students must demonstrate their ICT Literacy by taking the newly restructured course: EDUC 203 -

Introduction to Computer Instructional Technology. In this course, students learn computer basics and

develop educational portfolios that will help them complete the requirements for North Carolina

technology proficiency. In addition, students employ and expand their knowledge of instructional

technology by using specific educational and music software in completing assignments required in music

courses such as methods, music theory and aural skills, music history, etc.

While serving in a professional student organization such as the Collegiate Music Educators National

Conference (CMENC), or completing method courses or clinical practice, music students have the

opportunity to demonstrate strong leadership skills. Leadership skills are a major component of Life

Skills. In order to be truly effective, music students will continue to develop leadership skills that will

help to organize their instruction and to serve as strong advocators for student learning.

Assessment is another important area for the 21st Century vision. Music students will be engaged in

assessment projects that will help them to diagnose areas of concern, design instruments, and offer

recommendation for various problems or situations. Music students will also engage in various

assessments/rubrics to measure cognitive, psychomotor and affective skills in the music classroom.

Various software programs will be utilized to create rubrics and/or to examine data.

In the area of Core Subjects, the Music Department has revamped the music education curriculum to

focus more on the basics of music and how to strengthen the facilitation of music instruction to match the

needs of P-12 education.

The 21st Century Vision is directly related to the five new music education standards. Theses standards

embody the standards deemed necessary for 21st century learning and teaching. Of the five standards,

three standards involving performance, music theory/aural skills, and music history are similar to the

4

previous standards for music education. However, for each of these three standards, a component was

added to address 21st century initiatives:

1. Performance – performing on an instrument and being able to analyze, interpret and evaluate

music and musical performances – (critical thinking) – courses include: applied music, and large and

small ensembles

2. Music theory/aural skills – demonstrating an understanding of 21st century music technology as a

vital delivery system for teaching and learning music. – Courses include all music theory and aural skills

classes.

3. Music History – using critical thinking in analyzing Western and non-Western music (Global

Emphasis) – courses include two music history classes of Western focus, one course in African-American

Music and one course in Non-western survey of music.

Two standards new to the teacher re-visioning process include the following:

1. Music teacher candidate possess an understanding of music through aesthetic experience and

critical and creative thinking. - Courses/assessments include music theory, music history, music methods,

applied and ensemble classes, and music juries.

2. Music teacher candidates develop and manage a program inclusive of the goals, values, and

purposes of music education. – Courses include music methods classes, choral and instrumental

conducting, and orchestration.

With these new standards, the music department will further restructure its curriculum for more emphasis

on projects/assignments where students will be able to demonstrate thinking skills to a higher level.

These assignments will comprise more reflection and self-evaluations. With the advent of these standards,

students will be able to voice and/or demonstrate these thought processes through verbal and artistic

means. For example, all music students, in readiness for the Senior Recital, will have to demonstrate their

understanding of the processes involved in planning a successful recital. Here, students will discuss

selection of music, technical proficiency needed in performing the repertoire, and analyzing music.

The new program will be different from the former program. There will be more changes in course

descriptions depicting critical and creative thinking, global diversity, varied technology use and problem

solving, financial management and justifying music programs.

In the total re-visioning process, the Music Department proposes the following changes:

1. Modifying current course descriptions to reflect 21st century standards.

2. Adding six additional hours to the student teaching course. (EDUC 443)

3. Changing the professional sequence to unify the alignment of all

professional education courses at ECSU.

4. Adding two additional music applied/ensemble courses to provide

additional practice in enhancing performances skills.

5. Currently, the music department is proposing changes in the General

5

Education process to accommodate the added six hours to the student

teaching course. The department proposes the substitution of the

following:

a. African-American Music for a Fine Arts Requirement

b. Music History in lieu of World Civilization

In the Professional Education Sequence, the following changes are made:

1. Six hours will be added to the student teaching course (EDUC 443) for a total number of 12

credit hours.

2. A test and measurement course will be added to ensure that teacher candidates will

demonstrate strategies in promoting a positive impact on student learning through assessment

(testing).

3. In the music method courses, teacher education candidates will have ample opportunity to

develop a music program that addresses program management.

4. Although music majors assist cooperating teachers in afternoon rehearsals, there will be

additional required collaborative projects with the school system that will reflect student

leadership.

Core Courses……………………………………………………………………………....................................43

MUS 101 Recital Attendance P/F

MUS 103 Aural Skills I 1

MUS 104 Aural Skills II 1

MUS 108 Music Theory I 2

MUS 109 Music Theory II 2

MUS 203 Aural Skills III 1

MUS 204 Aural Skills IV 1

MUS 208 Music Theory III 2

MUS 209 Music Theory IV 2

MUS Ensembles 6

MUS Piano Classes 4

MUS 305 Music History I 3

MUS 306 Music History II 3

MUS 307 A Study of Non-Western Music 1

MUSA Principal Instrument 13

MUS 400 Senior Recital 1

Related Courses (Required)…………………………………………………………………………………..13

Vocal Emphasis

MUS 126 Voice Diction 1

MUS 231 String Class 1

MUS 309 Form and Analysis 3

MUS 312 Orchestration 2

MUS 338 Conducting 1

MUS 345 Brass Class 1

MUS 346 Woodwind Class 1

MUS 347 Percussion Class 1

MUS 447 Choral Techniques and Conducting 1

MUS Music Elective 1

Piano Emphasis



6






MUS 429 Piano Accompanying 1



Instrumental Emphasis

MUS 123 Voice Class 1







MUS 447 Instrumental Techniques and Conducting 1


MUS Small Ensemble 1


CURRENT PROPOSED



3


Education

3



3




Education Laws



Learners

3


Educational Issues


Educational Issues

P/F

EDUC 428 Music Methods Elementary

School

3 EDUC 428 Internship I for yearlong

experience with Music

Methods

3

EDUC 429 Music Methods Secondary

School

3 EDUC 429 Internship I for yearlong

experience with Music

Methods

3



Teaching


7

ECSU MUSIC DEPARTMENT AND PUBLIC SCHOOL PARTNERS

During the re-visioning process, the Chair of the Music Department and faculty members polled area

schoolteachers about music preparation of teachers in the 21st century. Area music teachers are easily

assessable to us because faculty members regularly perform in a number of musical venues in town.

Also, faculty members often visit area school to talk with students and music teachers. Subsequently,

music graduates from ECSU are teaching either in high schools, middle schools or in elementary schools.

Conversations with these teachers focused on the need to have candidates spend more time in the

classroom before student teaching. Our colleagues in P-12 also wished to see students enhance their

performance skills. Seventy-five percent (75%) of the teachers polled indicated that more use of current

technology must be integrated into music lessons. One teacher commented that classroom management

and further development of lessons plans is a must. Finally, the sentiment shared by most of the teachers

indicates the need to develop newer strategies in teaching within an ever-increasing diverse climate.

Finally, one teacher expressed a concern students need to focus on budgets and advocacy of music

programs.

In addition, music department, in collaboration with the School of Education and Psychology, conducted

a survey to ascertain re-visioning responses from area music teachers. The Chairperson contacted the

Elizabeth City Pasquotank Central Office to solicit support from the Curriculum Specialist in contacting

area music teachers to complete the survey. The Curriculum Specialist indicated that this was a great

opportunity for area music teachers to comment about music education preparation at the university level.

Surveys were sent to fifteen music teachers. Out of the seven responders in the teacher category, four (4)

area music teachers were either band, choral or general music teachers. Area music teachers submitted

the following general responses:

1. Music teachers should be organized, fair, caring, respectful and knowledgeable.

2. Music teachers should be Energetic, technically skilled and competent.

3. Music teachers should well-grounded in classroom management.

4. Before student teaching, music students should volunteer and observe more in the public schools.

5. Prior to student teaching, music candidates should know how to use effective discipline measures.

6. In order to provide more preparation for undergraduates, the music department should implement

more hands-on learning experiences.

Based on the responses of area schoolteachers and other teachers polled in the survey, the Music

Department has proposed changes in the method courses and in ensemble and applied lessons. In the

method courses, instead of 10 hours of observations, 15 hours would be required. In addition, in the

revised method courses, more emphasis will be place on program development and financial

management. For ensemble courses, students will have the opportunity to conduct and discuss rehearsal

strategies with the instructor and/or their peers. In the individual applied lessons, teachers will focus in

strengthening performance skills.

Collaborative partnerships with P-12 schools will be strengthened for field experiences and clinical

practice. In addition, P-12 schools will continue to be involved annually with program coordinators and

program enhancements as well to make the transition from current standards to 21st Century Knowledge,

Skills and Dispositions.

8

Furthermore, P-12 teachers will be utilized to examine electronic portfolios and to offer comments or

critiques of our music students in the field.

9
















Required: 3b.1





area.


Documentation of

Learning Senior

Recital


that is a research application in the music




Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



10






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

11







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

12



ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

13



ELEMENTS


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


14



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

16



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

17






and










entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining eligibility

in the program.

Core Courses……………………………………………………………………………....................................43

MUS 101 Recital Attendance P/F

MUS 103 Aural Skills I 1

MUS 104 Aural Skills II 1

MUS 108 Music Theory I 2

MUS 109 Music Theory II 2

MUS 203 Aural Skills III 1

MUS 204 Aural Skills IV 1

MUS 208 Music Theory III 2

MUS 209 Music Theory IV 2

MUS Ensembles 6

MUS Piano Classes 4

MUS 305 Music History I 3

MUS 306 Music History II 3

MUS 307 A Study of Non-Western Music 1

MUSA Principal Instrument 13

MUS 400 Senior Recital 1

Related Courses (Required)…………………………………………………………………………………..13

Vocal Emphasis

18

MUS 126 Voice Diction 1










Piano Emphasis








MUS 429 Piano Accompanying 1



Instrumental Emphasis

MUS 123 Voice Class 1







MUS 447 Instrumental Techniques and Conducting 1


MUS Small Ensemble 1



sequence of specific course(s) through which the content knowledge is acquired. The combined sequence

of courses and the grades earned in the specified courses along with the evidence projects included in this

document demonstrate mastery of the content taught (3b1).


The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher

Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion

of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher

Education Program will be evaluated by the candidate‘s advisor who signs the Application for Admission

to the Teacher Education Program and by the Office of Teacher Education and the admissions committee.

At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of

School Services and by the Office of Teacher Education prior to approval for beginning the year long U-

Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School

19

Services and by the Office of Teacher Education upon completion of the field experience. A final

evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of

Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at






teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL)- Senior Recital


The Culminating Project-Documentation of Learning (DOL) Senior Recital is an advisor-approved

research, application, or curriculum project that will span two semesters beginning in the first semester of

the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. The

Senior Recital is the final musical assessment for graduation. The recital documents your understanding,

depth and breadth of musical content, of the works performed. This documentation will indicate your

proficiency depicted in the North Carolina Professional Teaching Standard #3.b. It is important that

teachers know the content applicable to their teaching specialty.

The Senior Recital represents your understanding of content knowledge through the choice of repertoire

and performance of the pieces. The Recital should evolve around your studies in music theory, ear

training, music history, applied music, non-western music, performance, and methodology.

The semester prior to the Senior Recital, a program is designed listing varied repertoire complete with

program notes. The Senior Recital includes music that represents various periods in history, cultures, and

composers. In planning your recital program, you may also include apiece written by you. A reflection

rubric/assessment describing the creative, technical and analysis process involved in preparing for the

recital is completed. The reflection component of the recital will answer specific questions regarding the

repertoire chosen. These questions will focus on, technical executions, and music literature analysis

(critical and creative thinking) and the historical significance of these selections. A panel of faculty

members (Recital Committee) will analyze your responses and submit a grade of P/F to the Senior Recital

Faculty member.

The Semester of the Senior Recital, a meeting with the Applied teacher and the Senior Recital Instructor

occurs to establish a hearing date and a final date for the Recital. The Senior Recital Hearing takes place

at least three weeks before the actual Senior Recital. An average score of 25 is required to pass the Senior

Recital Hearing and proceed with the Recital.

20





The Culminating Project-Documentation of Learning (DOL) Senior Recital is an indepth study that reflects

a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that

candidates demonstrate an appropriate level of content knowledge in the teaching specialty.



Project-Documentation of Learning (DOL) Senior Recital Electronic Evidence #2.

21






4e.1, 4f.1, 5c.1.





candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet

the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may

contain individual content lessons as well as integrated content lessons (for example, music and social

studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century

Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit.

The instructional plans within the unit will be differentiated to show how candidates provide students with

different avenues to acquiring the designated content; to processing, constructing, or making sense of

ideas; to developing teaching activities and products so that all students in the classroom learn effectively

regardless of differences in ability; and to incorporate group input and feedback into the work as teams

collaborate and cooperate. Candidates’ units must include some essential features such as:


The lesson content should address the same concepts with all students but be adjusted by degree of

complexity for the diversity of learners in the classroom.





supports, materials, additional motivation, or adaptive/assistive equipment for different students in

the classroom.





Pre- and on-going assessment are essential to helping teachers provide more effective instructional

strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs,

interests and abilities that exist in classrooms of diverse students.


monitoring student performance, and communicating results. Candidates should consult other specialists to

assist in developing and varying instruction based on student needs. Through this collaboration and

reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school

22

setting. The complete unit plan and a written reflection of the total experience will be required of each

teacher candidate. The complete unit plan and a written reflection of the total experience will be required of











classroom.


on-going assessment

















disciplines.


studies)




instruction.










students.




learning












learning needs.







4c.1 Uses a variety of appropriate methods and Instruction may require varied tasks, supports, materials,

23

materials to meet the needs of all students. additional motivation, or adaptive/assistive equipment for

























based practices used, the assessments used, the differentiation strategies used, the demographic (including

exceptional needs and English Language Learners) composition of the class, disaggregated student

performance data, and the desired learning outcomes to his/her assessment team. The candidate will

consult with his/her mentor/cooperating teacher and methods professor throughout the development of the

unit.

24


Dispositions





4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1




they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate.

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.


Evaluation Rubric. The Teaching Certification document is verified with signatures by the school district

and the university to certify to the state that the preservice candidate has demonstrated proficiency in the

big picture areas of Professionalism, Classroom Climate/ Culture, Instruction, Evaluation/Assessment,

and Impact on Student Learning. The candidate must meet each of the descriptors identified in the

Teaching Certification document to be recommended for licensure as well as all other state and

institutional requirements. The candidate’s signature does not imply agreement with the ratings. The

signatures of the cooperating teacher, principal (or designee), and university supervisor verify the

accuracy of and agreement with the ratings on each descriptor.

3. N/A









evaluation.

25



26






supports.



technology, is based on a continuous improvement model, and is used to inform instruction. This plan will

focus on assessment for learning, not just assessment of the subject matter. It will utilize ongoing


summative assessments that are proposed as a part of the North Carolina Department of Public Instruction

“Framework for Change” initiative. The benchmark assessment will require candidates to utilized

benchmarking tools including ClassScape that will supply candidates with learning tasks aligned to the

North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will

be utilized by the student teacher/clinical intern to drive instruction during clinical practice in his/her

assigned P-12 public school. Candidates will serve as emotional and intellectual guides for students as

they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The

student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor,

parents, administrators at the assigned P-12 public school and the students themselves will utilize the plan

to closely monitor academic progress and to focus on areas that need improvement. In this way, the

student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students

and local P-12 administrator will know what good work looks like and progress the assigned P-12 school

is making toward closing the achievement gap. The formative assessment plan will focus on assessment

rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes,

take and retake tests and make continuous improvements. Software (i.e. ClassScape tools will be used for

records maintenance and for close, continuous contacts with students and parents.

The Assessment Plan will be developed during the first semester of the year-long U-Step Internship


his/her methods instructor, from the university supervisor and cooperating/ mentor teacher from his/her

assigned P-12 public school.



Standards the 21st Century Skills that impact student learning. Candidates will evaluate the progress of P-

12 students using a variety of assessment data to measure attainment of goals outlined in the North

27












and summative assessments. Candidate must show that they used the data to reflect upon the points in the

assessment and learning process where specific students and groups of students began to show evidence

of growth or difficulty in their learning and where candidates made modifications to impact positively the

students’ learning. By utilizing on-going research based teaching strategies, creating a variety of authentic

assessments and utilizing formative and summative assessment data available through ClassScape and at

the assigned P-12 public school, the candidate will be able to plan and scaffold instruction appropriate to

meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-

teach, group, regroup, provide supports and facilitate learning for all students regardless of their diverse





st Century Skills

through incorporating global awareness, technology integration, media literacy, critical thinking, problem

solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for student

collaboration and innovation. The Comprehensive Plan itself will require candidates to demonstrate their

ability to utilize 21st Century technology (i.e. ClassScape), to communicate and collaborate effectively

with a team of University and P-12 school personnel including their cooperating teacher, cooperating

principal and university supervisor. The plan will require candidates to include content such as global

awareness. ClassScape, an online classroom-based assessment system, will enable pre-service teachers to

achieve and maintain curriculum/ instructional alignment, assist them with identifying and remediating

individual and class weaknesses, and help them to differentiate instruction for students who demonstrate

mastery. Candidates will integrate the flow of information from a wide variety of sources, ask significant

questions that clarify various points of view that lead to better solutions, and reflect critically on learning

experiences. Throughout the process, candidates must articulate thoughts and ideas effectively using oral,


technologies (computers, PDAs, media players, GPS, etc.), networking tools and social networks (4h.2).





28




29







The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar.

Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education

during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and

implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor









order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate

will collaborate and engage in professional learning activities further as he/she selects an area of need and

develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate

Leadership Project must be based on a need that is identified in the selected school’s improvement plan

and must be data driven. Data must also be used throughout the project in order to validate that the

selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate

Leadership Project will require professional development on an on-going basis - prior to the development

of the project, during the development and implementation of the project and at the end of the project. The

professional development will begin with an overview of the school improvement planning process and

will be conducted by personnel from the selected school. During their field experience, candidates will be

required to become engaged in the school improvement process. On-going professional development will

be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership

Project will require involvement of the students’ families from the outset. Parental permission must be

obtained for the project and the project must include a component for collaborating with families (2e.1).

Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of

Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of

everything that we do. The Candidate Leadership Project must include reflective journaling that will


30






will increase in intensity each semester with a deadline for completion of the project set for the end of the

first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU

professors and LEA personnel representing the candidates’ major, specialty area and the cooperating

LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.

31


The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching

Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have

been involved in the development of the specialty area standards and Department of Public Instruction

stall for approval on July 1, 2009.






Implementation and on-going evaluation of the program with LEA partners will commence during the fall

of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are

expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and

program improvements will be on-going. A more detailed timeline follows below:


S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


lessons learned

*

*

*

*

*

*

*


32



evidences rubrics

* * * *

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1


Revisioning Changes

December 2009




EE #1, item 2.









2


Comprehensive Social Studies















program approval.


















The proposed program for the Comprehensive Social Studies (Secondary) program has

changed in the following manner and for the accompanying reasons.

3

a. The GE program has remained constant, with only the GE 142 Introduction to

Geography being changed to GEOG 201 within the Social Science electives,

leaving the Social Studies majors still taking 4 “electives” that are dictated (WCI,

WCII, GEOG 201 and PSYCH 212).

Rationale: PRAXIS II scores indicate poor performance on part of

candidates in the area of geography. Analysis of course contents from GE

142 and GEOG 201, as well as NCDPI standards, indicates that GEOG 201

better prepares candidates for the standards of 21st century knowledge in the

area of geography in the social studies at a secondary level.

b. The History content area courses will remain constant, but will shift the ECON

201 course from the sophomore year to the junior year in the curriculum guide.

Rationale: The PRAXIS II scores indicate a weakness in the area of

economics, as well as feedback from area teachers and from candidates in

the field. There was some discussion of adding another ECON course, but a

more viable suggestion supplied by LEA secondary social studies teachers

was to incorporate a seminar or methods lesson on teaching personal

finance, to meet the new standards from NCDPI.

c. Secondary Licensure Minor will need to be revised. These are as follows (most

of these suggestions are directly from the suggestions out of the SOEP and TEP.

However, some additional deletions and additions were suggested by candidates

and LEA members on the committee and from the surveyed LEAs.

Rationale – 1) SOEP/TEP considered the current 27 credit hours plus 6

credit hour load for a minor too heavy, 2) Need of SOEP to make all student

teaching 12 credit hours (uniformity within the program), 3) unanimous

agreement on the part of LEA committee members, candidates, and LEAs

surveyed that additional methods instruction needed to address the particular

unique planning and curriculum preparation for secondary block scheduling,

as well as increased instruction needed in secondary specific training.

Secondary Minor: Proposed changes – 27 credit hours (with 12 cr for student teaching)

d. Licensure Only program for Secondary Social Studies will undergo considerable

changes.

Rationale – the Secondary education changes above would necessitate

similar changes in the Licensure Only program and the need to provide for

an “alternative” to the undergraduate degree. Currently, the Licensure Only

program in Social Studies is similar to a History bachelor’s degree with a

secondary minor in education. This does not meet the call for an alternative

program from NCDPI. The proposed changes have been vetted by the LEA

4

committee members, the LEAs surveyed, as well as other university

members on the committee for Secondary Social Studies re-visioning.

Licensure Only: Proposed changes 27 credit hours of education courses

IF they have basic History surveys in their degree core: 36 credits in

history/pols/geo/econ

2 World History upper division courses (including option of Global Studies) 6

1 European History upper division course 3 preferably Middle Ages or Early Modern

2 American History upper division courses (one early and one recent) 6

2 Economics (macro and micro) 6

2 Political Science (POLS 301 and either 307 or 310) 6

1 Geography (World Regional) 3

HIST 200 Intro to History 3

HIST 397 – Historical Methods and Historiography 3

If they don’t have basic history surveys in their degree core, they will need to take those

PRIOR to admission to the LO program:

HIST 255 American History to 1877

Hist 256 American History Since 1877

Hist 250 or 251 Afro-American History to/Since 1877

World Civilization or Western Civilization

Comprehensive Social Studies



Current Proposed




Spanish I 3










155 L



4





GE



5

Current Proposed


Social and Behavioral Sciences 3 PSY 212 General Psychology 3

GE 141 Introduction to Geography 3 GEOG 201 World Geography 3

TOTAL 47 47

Professional Education Core Current Proposed


Education

3



3



Content Area


Content Area

3


Education/Law



Learners

3


Issues in Education


Issues in Education

P/F


Methods in History

3 EDUC Internship I: U-STEP Part I:

Middle Grades and Secondary


History/Social Studies

3

EDUC Observation and Supervision of

Student Teaching


Clinical Practice

12

TOTAL 30 27


Current Proposed


EDUC 349 Classroom Management 3 EDUC Positive Behavior Support 3

TOTAL 6 3

HISTORY Current Proposed

HIST 200 Introduction to History 3 HIST 200 Introduction to History 3

HIST 255 US History to 1877 3 HIST 255 US History to 1877 3

HIST 256 US History Since 1877 OR 3 HIST 256 US history Since 1877 3

3

HIST 251 African American History 3 HIST 250 African American History OR

African American History 251

3

HIST 250 African American History


Government

3 POLS 201 American National Government 3

6

HIST 397 Historical Methods and

Historiography

3 HIST 397 Historical Methods and

Historiography

3

HIST 499 History Seminar 3 HIST 499 History Seminar 3

TOTAL 24 24

POLITICAL SCIENCE SPECIALTY AREA MUST SELECT THREE OF THE

FOLLOWING COURSES (9 CREDITS). Current Proposed


Government

3 3 American National

Government

3

POLS 304 State and Local Government 3 POLS 304 State and Local Government 3

POLS 307 American Political Ideas 3 POLS 307 American Political Ideas 3

POLS 310 The American Presidency 3

POLS 483 International Relations 3 POLS 483 International Relations 3

POLS 403 American Foreign Policy 3 POLS 403 American Foreign Policy 3

PHIL 250 Introduction to Philosophy 3

TOTAL 9 9

HISTORY REQUIREMENTS / ELECTIVE OPTIONS FOR REQUIREMENTS: 24 credit

hours

“Electives”: Must Take Both Of The Following Courses - North Carolina History

Principles of Economics I:

Upper Division American History (MUST TAKE TWO – in addition to History of North

Carolina)

Current Proposed

HIST 376 North Carolina History 3 HIST 376 North Carolina History 3

HIST 376 North Carolina History

3 HIST 341 Colonial American Studies in

the Greater Atlantic World

1492-1763

3

ECON 201 Principles of Economics 3 HIST Early American History

(1607-1800 British American

History

3

HIST 19th

Century History 3

HIST Guilded Age and the

Progressive Era (1877-1929)

3

HIST Making of Modern America 3

HIST History of American Foreign

Relations to 1914 OR Since

1914

3

HIST Special Topics in African

American History

3

HIST Special Topics in American

History

3

TOTAL 6

7

UPPER DIVISION EUROPEAN HISTORY: MUST SELECT SIX CREDITS

RUSSIAN HISTORY MAY BE USED AS A EUROPEAN HISTORY OPTION – BUT CANNOT

BE USED FOR WORLD AND EUROPEAN.

HIST Ancient and Medieval

Civilization 800 B.C.E.-1350

CE

3 HIST Ancient and Medieval

Civilization 800 B.C.E.-1350

CE

3

HIST The Birth of Modern Europe 3 HIST The Birth of Modern Europe 3

HIST Modern European History

(1789- 1918)

3 HIST Modern European History

(1789- 1918)

3

HIST Europe Since 1918 3 HIST Europe Since 1918 3

HIST Special topics in European

History

3 HIST Special topics in European

History

3

TOTAL 6

UPPER DIVISION WORLD HISTORY: MUST SELECT SIX CREDITS

HIST History of Modern Asia 3 HIST History of Modern Asia 3

HIST Modern Russian History 3 HIST Modern Russian History 3

HIST Africa: Past and Present 3 HIST Africa: Past and Present 3

HIST History of the Middle East 3 HIST History of the Middle East 3

HIST History of Latin America 3 HIST History of Latin America 3

HIST Special topics in World

History

3 HIST Special topics in World History 3

HIST Special Topics in African

History

3 HIST Special Topics in African

History

3

TOTAL 6 TOTAL

B. How public school partners were involved in the re-visioning of the program and how

they will be involved in the delivery and evaluation of the program.

Public school partners were involved in the re-visioning of the program through the

following means. Formally, LEA members from 2 counties and 3 high schools (teaching in

the subject areas of US History, Honors social studies courses, Civics/Economics, and World

History), served on the committee for re-visioning. Informally, additional educators from

social studies were interviewed for their insights into possible structural changes and needs.

Objectively, a survey was sent out to nine different school systems from our region, most of

whom have placed our students teachers, for feedback on a survey about satisfaction and

possible changes to our curriculum. The data from the surveys, as well as the feedback from

the interviews and the ideas of the LEA committee members were incorporated into the

proposed changes. This process of soliciting feedback and insight into the program will

continue as the program is submitted for adoption, is implemented, and begins to generate its

own data for internal assessment. In this manner, our internal data will be supplemented by

professionals in the field who are working with our candidates.

8
















Required: 3b.1





area.


Documentation of

Learning Capstone

Thesis Project/Paper


that is a research project/ paper in the social

studies specialty area. The project must reflect

a synthesis of the depth of understanding and


Required: 3b.1






Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study








3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,

5c.1





LEA/IHE

Certification of

Teaching Capacity




Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1



9






Comprehensive

Assessment Plan







assessments.




and collaboration.


Project







collaboration.


2e.1, 5b.1

10







ELEMENTS








restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

11



ELEMENTS 2. Begins to develop professional relationships and networks.

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



Conduct.

#1 #2 #3 #4 #5 #6 #7 #8



with caring adults.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



students.

#1 #2 #3 #4 #5 #6 #7 #8

12



ELEMENTS 2. Uses research-verified strategies to provide effective learning activities for students with

special needs.

#1 #2 #3 #4 #5 #6 #7 #8


students.


#1 #2 #3 #4 #5 #6 #7 #8






#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


13



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8




effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

14



ELEMENTS





#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

15



ELEMENTS




#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8

16






and II; and











required for maintaining eligibility in the program.

HISTORY REQUIRED 24 credit hours: HIST 200: Introduction to History (3) HIST 250/251: Afro-American History I or II (to 1877 or Since 1877) (3) HIST 255: American History to 1877 (3) HIST 256: American History Since 1877 (3) HIST 397: Historical Methods and Historiography (3) HIST 499: Senior Seminar (3) ECON 201: Principals of Economics I (3) BFIN 210: Personal Financial Management (3) HIST 491: Teaching History (3) HISTORY required elective options 18 credit hours: Two Upper Division US History Courses (6) Two Upper Division European History Courses (6) Two Upper Division World History Courses (6)

17

Political Science Required upper division Courses (9 credit hours) from the following

selections: POLS 301: American National Government (3) POLS 304: State and Local Government (3) POLS 307: American Political Ideas (3) POLS 403: American Foreign Policy (3) POLS 483: International Relations (3) POLS 310: American Presidency (3)


and II.























teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) Capstone

Thesis project/paper


18

The Culminating Project-Documentation of Learning (DOL) Capstone Thesis project/paper

History an advisor-approved research project/paper. This project paper: Incorporates historical

methods, research/analysis on assigned topic in history, reflections, bibliography on topic,

editing and final copy (begun in HIST 397 to develop culminating project/paper for HIST 499;

used for Licensure Only Candidates and Candidates seeking a BA in History).

The History Research project begins with the HIST 200 course. Students learn how to develop

proper thesis statements, conduct objective research, using a wide selection of resources, and

how to properly cite from these varied resources. In the junior year, candidates take the HIST

397 Historical Methods and Historiography course. In this course, candidates select a specific

research topic (from previous research papers or a new topic) and begin the process of intensive

documentary research, analysis, and editing of their work, using technology to assist in research,

repeated editing, and in-class presentations. The final step of this project is conducted in the

Senior Seminar, HIST 499, which has the Senior Capstone Project/Paper as its final product.

Students are required to take their earlier paper project, extend the research to include extensive

primary documentary research, complex analysis, reorganization of paper structure, self-

assessments and peer assessments, final editing and revisioning. Students are required to make

public presentations of this project/paper as the culminating peer and professorial evaluation

step. Throughout this process, students are required to reflect upon the process and purpose of

the research and editing involved in the project.

The submitted evidence for Licensure Only Candidates and Undergraduate Candidates (in the

current and initially proposed structure) would be the culminating paper, with a powerpoint

presentation, self and peer assessments, as well as a reflection paper.


and II.

The Culminating Project-Documentation of Learning (DOL) Capstone Thesis project/paper

History is an indepth study that reflects a synthesis of the depth of understanding and application

of content knowledge in social studies.

This synthesis requires that candidates demonstrate an appropriate level of content knowledge in

the social studies teaching specialty.



Culminating Project-Documentation of Learning (DOL) Capstone Thesis project/paper History Electronic Evidence #2. Assessments are based in part on principals of historical methods and

research, and in the final form, follow the Rubric designed for the program and this project.

19






4d.1, 4e.1, 4f.1, 5c.1.































20


















classroom.


on-going assessment

















disciplines.


studies)




instruction.









students.




learning





21








learning needs.








































22


Dispositions





4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1







each standard.











3. N/A








23





24






and supports.






























and II.

25











needs (4b.1).


































26








27
















implementation.


and II.



















28















29


















S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program


DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*


approval for new

courses from ECSU


councils

*

*

*

Research and select


*

*

*

*

*

*

*

*

*

*

*



assignments

*

*

*

*

*

Pilot new required


courses

*

*

*

*

*

*

*

*

*


assignments and


*

*

*

*

*

*

*

30

lessons learned




evidences rubrics

*

*

*

*

Utilize continuous


communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

1










Middle Grades Education – Science Concentration


Elizabeth City State University (ECSU) is submitting this program in response to the State’s call for re-visioned educator preparation programs. In January 2008, the State Board of Education approved in concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s partnership agreement with NCATE. The new process consists of annual review of candidate evidence to ensure that they meet the standards for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual reviews will be coordinated by the State Board of Education and will utilize trained inservice educators and teacher educators. Through random sampling, each specialty area program will be reviewed on a systematic basis when a critical mass of program completers is reached, but at least once every seven years. Additionally, candidate on-the-job performance and institutional involvement with and service to the public schools will be considered in continuing program approval. The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with the program’s mission and the conceptual framework. The North Carolina Professional Educator Standards and the following the programmatic themes are addressed throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the Framework for 21st Century learning.

The “blueprints” (program proposals) include the following components: A) A description of how the proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program; C) The electronic evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II, and Section III; and D) The timeline for implementation. A. A description of how the proposed program has been re-visioned to reflect the North

Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in them and the rationale for the changes, i.e., how the new program is different from the current program, how it reflects the North Carolina Standards for Teachers and the 21st century knowledge, skills, and dispositions embedded in the standards, and why specific revisions are being made.

The Middle Grades Education Program with a Concentration in Science has been re-visioned to reflect the North Carolina Standards for Teaching, North Carolina Standards for Middle Grades Science approved January 2009, 21st Century knowledge, skills and dispositions and

2

changes recommended by Local Educational Agencies. Our current program provides a bachelors’ degree in Middle Grades Education with a concentration in Science and a specialization in Science. Driven by the North Carolina State Board of Education’s mission and the standards referenced above, in re-visioning, we focused on the need for deep content knowledge and pedagogical skills that will enable Middle Grades Science candidates to meet the needs of a wide range of diverse learners. Therefore, instead of focusing on two content areas, our re-visioned program will focus on one content area and will include a specialization that focuses on Special Populations and Diversity. To meet their general education core requirements, all students at Elizabeth City State University must take sixteen hours of specifically required general education courses and may choose from a list of course options the remaining courses to meet the 46 – 48 credit hours required for general education. The Middle Grades Education Re-visioning Committee identified from the list of course choices specific courses that candidates for a bachelors’ degree in Middle Grades Education with a concentration in Language Arts must complete to meet the general education core requirements. Spanish I, Public Speaking, Personal Financial Management and Global Studies were selected in order to ensure that 21st Century Themes were integrated into the general education courses required of middle grades candidates. By beginning to integrate 21st Century themes from the beginning of their education at ECSU and continuing them throughout the program, we could ensure that middle grades candidates graduate with the skills required of 21st Century Educators. The attached matrix demonstrates how the current program is different from the proposed and how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills and dispositions embedded therein.

During our focus group sessions with leadership teams and middle grades educators from systems across our twenty-one county area, three major needs emerged: effective classroom management strategies, additional practical experience and the ability to actively engage all learners. The attached matrix includes a change from the current three hour course entitled EDUC 349, Classroom Management that requires ten hours of field experience to the proposed three credit course, Positive Behavior Support course that will be paired with a two credit practicum course (SPED 347, Practicum II that will require fifteen hours of field application. The proposed program for candidates with concentrations in Middle Grades Mathematics reduces the number of field experience hours in EDUC 201 Foundations of Education from twenty-five hours to twenty hours. The total number of field experience hours will increase from 70 hours to 85 hours. In addition to changes in the hours of field experience required for the various required courses, courses requiring field experience will be grouped to provide additional hours of field experience during the first semester of the year long U-Step internship that begins the semester prior to student teaching. The number of courses designed to meet the diverse needs of students in inclusive, heterogeneously grouped classrooms will increase from the three credits currently required to 20 proposed credits.

3

The proposed changes are proposed in order to produce candidates who are prepared to carry out North Carolina State Board of Education’s mission of ensuring that one hundred percent of public school students graduate from high school globally competitive for work and higher education and prepared for life in the 21st Century. In order for our candidates to produce 21st students, they must graduate from Elizabeth City State University as 21st Century Educators. Since the majority of public school classrooms in North Carolina are inclusive classrooms, our re-visioned program will include specialized coursework, field experience, practica and real world evidence based research experiences that are designed to meet the needs of a broad population of students including the academically gifted, learning disabled, ESL, regular education, and students with other special unique needs that will better prepare candidates to actively engage all students in inclusive, heterogeneous classrooms. Because of budget constraints, no new courses are proposed to be added at this time. Course content of existing courses will be revised to reflect the 21st Century Themes and to ensure that technology is integrated across the curriculum. Departmental and school boundaries have been invaded to meet the needs of Middle Grades candidates. For example, SOC 401, The Family, taught in the sociology department, is listed as a proposed requirement for Middle Grades Majors. This course will enable candidates to better understand the family, diverse family structures and techniques and approaches for communicating effectively with diverse families.

Science Concentration

General Education Core Current and Proposed Changes

Current Proposed

GE 102 English Comp and Grammar 3 GE 102 English Comp and Grammar 3 GE 103 English Comp and Vocabulary 3 GE 103 English Comp and Vocabulary 3 GE Literature and Language 3 SPAN 101

Spanish I 3



EDUC 203 Introduction to Computer Instructional Technology


GE Natural Sciences and Math 3 GE 115 College Algebra 3 GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1 GE 152/L Natural Sciences and Math 3 GE 118 Pre-Calculus 3 GE 155 L Natural Sciences and Math 4 GE 152 L Principles of Physical Science 4 GE 140 World Civilization I 3 GE 140 World Civilization I 3 GE 141 World Civilization II 3 GE 141 World Civilization II 3 GE/PE PE Activities 2 GE PE PE Activities 2 GE Fine Arts and Communications 2 GE Fine Arts and Communications 2 GE



GE 185 Health Concepts 2 GE 185 Health Concepts 2 Social and Behavioral Sciences 3 BFIN 210 Personal Financial Management 3 Social and Behavioral Sciences 3 GLBS 300 Global Studies 3 TOTAL 46 46

4


CURRENT PROPOSED EDUC 349 Classroom Management 3 (See PBS under Special


EDUC 201 Foundations of Education 3 Multicultural Foundations of Education

3

PSY 302 Human Development 3 PSY Learning and Assessment 3 PSY 309 Educational Psychology 3

)READ 320 Teaching Reading in the Content Area

3 (See Special populations Specialization)

EDUC 400 Senior Seminar P/F EDUC 400 Senior Seminar P/F EDUC 478 Seminar in Contemporary

Issues in Education P?F EDUC 478 Seminar in Contemporary

Issues in Education P?F

EDUC 412 Middle Grades Methods 3 BIOL 492 Internship I: U-STEP Part I: Intermediate Methods in Intermediate Science Instruction

3

EDUC Observation and Supervision of Student Teaching

12 EDUC Internship II: U-Step Part 2: Clinical Practice

12

TOTAL 33 21


Current Proposed EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F EDUC 349 Classroom Management 3 EDUC EDUC 406 Young Adolescent Learner 3 EDUC The Young Adolescent Learner,

Student Centered Instructional Strategies and Assessment

3

PSY 212 General Psychology 3 TOTAL 6 6

SCIENCE CONCENTRATION

CURRENT PROPOSED

GE 152L Principles of Physical Science 4 GE 152L General Education Core GE 155 Principles of Biological

Science/Lab 4 GE 155L Principles of Biological

Science/Lab 4

GE 158L Principles of Geological Science/Lab

4 GE 158L Principles of Geological Science/Lab

4

CHEM 101L General Chemistry/Lab 4 CHEM 101L General Chemistry/Lab 4 ENSC 101L General Environmental

Science/Lab 4 ENSC 101L General Environmental

Science/Lab 4

BIOL 203/L General Botany/Lab OR 4 CHEM 102L General Chemistry II/Lab 4 GEOL 142L Physical Geology OR GEOL 140 Introduction to Earth Science 3 CHEM 102L General Chemistry II/Lab 4 MAS 333 Wetlands and Ocean Chemistry 3 PHY 203L Astronomy/Lab 4 GE 142 Introduction to Geography 3

MAS 224 Marine and Cultural Resources 3 TOTAL 28 TOTAL 32

5


SPED 346 Introduction to Special Education/Laws

3 SPED 280 Introduction to Special Education and Diverse Learners

3

SPED 340 Assessment 3 SPED 320 Assessing and Teaching

Intermediate Reading 3

SPED 301 Practicum 1(Assessing andTeaching Reading)

1

READ 320 Teaching Reading in the Content Area

3

SOC 401 The Family 3 SPED 480 Advocacy and Collaboration 3

SPED 450 Implementing Positive Behavior Support Systems

3

SPED Practicum 2 (PBS) 2 TOTAL 3 24 Grand Total 129

B. How public school partners were involved in the re-visioning of the program and

how they will be involved in the delivery and evaluation of the program. How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program.

In addition to the involvement of public school partners on various administrative levels, the re-visioning of the Middle Grades Science Program included focus groups with current middle grades candidates, candidates completing student teaching, graduates of the Middle Grades Education Program and current middle grades teachers. In order to obtain a global perspective of needs and to obtain public school input in the design of a program that could enable candidates to realize the North Carolina State Board of Education’s mission and produce 21st Century Educators capable of producing 21st Century graduates, focus groups were held with members of the leadership teams from four local educational agencies. Results from all of the focus group discussions and surveys were reviewed by the Middle Grades Education Re-Visioning Team along with the New Standards for Teachers, standards approved for Middle Grades Science by the North Carolina State Board of Education in January 2009, 21st Century Themes and the 21st Century Educator’s model were used to structure the proposed, revised Middle Grades Education Science Program. After feedback is received from the North Carolina State Review team this fall, the Middle Grades Education Re-Visioning Team will continue to revise and field test the proposed Middle Grades Education Science program. We will continue to obtain evaluative input from middle school leaders and practitioners and from special education teachers and gifted educators as we seek to perfect the Middle Grades Science Model. The Middle Grades Education Re-visioning Team will become a fluid standing committee in the Department of Teacher Education. In addition to assisting with a smooth transition in the delivery of the program, the team will be actively involved in ongoing formative and summative assessments. The team will compare and contrast data on the performance of both candidates

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and of the students that they serve. Program adjustments will continue to be driven by performance data.

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This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the program standards. Briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended alignment of the descriptors with the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.

Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards Addressed by the Evidence

1 Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area1.

Transcript Copy of 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.

Required: 3b.1

2 Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area.

Culminating Project: Documentation of Learning

Candidates will design a culminating project that is a research, application, or curriculum project in the specialty area. The project must reflect a synthesis of the depth of understanding and application of content knowledge.

Required: 3b.1

3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.

Differentiated Unit Plan Based on the North Carolina Essential Standards Course of Study

A comprehensive six weeks, unit plan will be developed that focuses on major concepts, begins with learner assessment data, and includes culturally-responsive teaching practices with differentiation designed to meet the needs of students.

Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1

4 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.2

LEA/IHE Certification of Teaching Capacity

State-required evaluation of the candidate completed by the institution and the cooperating teacher.

Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1

1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s). 2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.

Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards Addressed by the Evidence

5 Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.

Comprehensive Assessment Plan

Candidates will develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, is used to inform instruction and uses multifaceted formative and summative assessments.


6 Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

Candidate Leadership Project

Candidates will design and implement a project as an apprentice to and in collaboration with their advisor, university supervisor, and cooperating teacher that demonstrates knowledge, skills and dispositions in leadership and collaboration.

Recommended: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1

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The chart that follows identifies where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section I . Each proficient descriptor will be addressed. The template reflects the alignment used by the institution.


KEY EVIDENCE(S) FROM SECTION I DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS 1. TEACHERS DEMONSTRATE LEADERSHIP a. Teachers lead in their classrooms.

1. 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.



4. Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint.

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3. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.

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KEY EVIDENCE(S) FROM SECTION I NORTH CAROLINA TEACHER STANDARD DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS



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1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

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2. 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. 1. Maintains a positive and nurturing learning environment.

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1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.



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1. Cooperates with specialists and uses resources to support the special learning needs of all students.


special needs.

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ELEMENTS


students. 1. Communicates and collaborates with the home and community for the benefit of students.

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3. TEACHERS KNOW THE CONTENT THEY TEACH a. Teachers align their instruction with the North Carolina Standard Course of Study.


2. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning.

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2. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity.

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1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.


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ELEMENTS 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. 1. Identifies developmental levels of individual students and plans instruction accordingly.


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1. Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.

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1. Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.

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1. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

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2. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.

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ELEMENTS h. Teachers use a variety of methods to assess what each student has learned.

1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction.


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DEMONSTRATING THE DESCRIPTORS OF THE ELEMENTS

5. TEACHERS REFLECT ON THEIR PRACTICE a. Teachers analyze student learning.


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1) the name of the evidence; 2) the specific directions and/or requirements for the evidence provided to the candidates; 3) how the evidence specifically addresses the descriptors for which it is cited in Sections I and II; and 4) how the evidence is/will be evaluated by the institution.

#1 Required (State prescribed)- Content Knowledge Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area. A transcript OR passing scores on the appropriate Praxis II test(s) must be submitted. This evidence must address descriptor 3b.1. 1. Name of Evidence: College transcript 2. Specific directions and/or requirements for the evidence provided to the candidates. Candidates must demonstrate a “C” 2.0 average or above on at least 24 credit hours of specified courses in the specialty area. The grade of “C” is passing but the requirement for Teacher Education Program entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining eligibility in the program.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a sequence of specific course(s) through which the content knowledge is acquired. The combined sequence of courses and the grades earned in the specified courses along with the evidence projects included in this document demonstrate mastery of the content taught (3b1).

4. How will the evidence be evaluated by the institution? The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who signs the Application for

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Admission to the Teacher Education Program and by the Office of Teacher Education and the admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School Services and by the Office of Teacher Education upon completion of the field experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding of the degree.

#2 Required - Content Knowledge Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area. This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) 2. The specific directions and/or requirements for the evidence provided to the candidates:

The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research, application, or curriculum project that will span two semesters beginning in the first semester of the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. Candidates may complete the project as an individual or in a group. If done as a group project, each candidate must complete and present a clearly defined individual part. The candidate will conduct an indepth study of his/her specific interest area. The study must include a strand showing global, multi-ethnic involvement. Candidates must demonstrate knowledge of discipline-specific technology as well as technology for communication and management. The culminating project is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. Within the contextual focus area, the candidate will use critical thinking and problem-solving skills to apply his/her expertise learned in the major studies to real-world school and/or community issues. The project can take any number of forms. For example, it might be a design and implementation project, a theoretical or philosophical analysis of a particular problem or issue, or development of hyper-media materials.

The project must include a written research paper that incorporates multiple perspectives, not just Eurocentric. The project is intended to be innovative, creative, and an original work. The final product should be clearly presented in a specified form, suitable for inclusion in an electronic/professional portfolio or other permanent record. Completed projects must demonstrate that the candidate:

• Uses research and inquiry methods appropriate to the specialty area project; • Commands a thorough understanding of the specialty content area; • Links and draws upon central strands within specialty area coursework in the conception and


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• Accesses and uses current and foundational literature in the specialty area; • Expresses the nature, means and intent of the project with clarity; • Uses comparative analyses of verified-research approaches to propose best techniques for

mastery of learning; • Advocates for engaging the disenfranchised into high quality learning in the specialty area.

The project allows candidates to concentrate on developing a project of a novel, creative, and individual and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-approved and is developed through consultation with department faculty. The examination of the interest area will begin with the research proposal which in turn will feed into the major written research paper. The main theory requirement is a research paper in which the candidate will discuss a theoretical issue relating directly to his or her research project. Candidates will use information and communications technology to present their research paper to a workshop group during the latter part of the first semester. This high quality multimedia presentation must accompany the oral presentation. The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper; 3) Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText Portfolio. However, Electronic Evidence #2 is comprised of components one, two, and five as evidence for documentation of learning. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II; and

The Culminating Project-Documentation of Learning (DOL) is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that candidates demonstrate an appropriate level of content knowledge in the teaching specialty.

4. How the evidence is/will be evaluated by the institution. A team of faculty members and LEA partners develop rubrics that will be used for the Culminating Project-Documentation of Learning (DOL) Electronic Evidence #2 components of 1) Research Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.

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#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice. It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1. Descriptors addressed IF different from those recommended:

1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of Study/Essential Standards

2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may contain individual content lessons as well as integrated content lessons (for example, music and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit. The instructional plans within the unit will be differentiated to show how candidates provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability; and to incorporate group input and feedback into the work as teams collaborate and cooperate. Candidates’ units must include some essential features such as:

• All learners have set goals and are engaged in the learning activity. • The lesson content should address the same concepts with all students but be adjusted by degree

of complexity for the diversity of learners in the classroom. • Critical and creative thinking must be designed in lessons for the culturally-responsive and

globally-connected classroom. • Incorporate evidence-based instructional strategies that help students acquire and integrate

knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.

• On-going assessment of student readiness and growth must be included for meaningful and successful differentiation. Assessment should occur before, during, and following instruction. Assessments may be paper or electronic, formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures.

• Pre- and on-going assessment are essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results. Candidates should consult other specialists

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to assist in developing and varying instruction based on student needs. Through this collaboration and reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school setting. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented during clinic practice. A rubric will be developed for the unit and the written reflection. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II: The unit will address the following descriptors as denoted by the terms below selected from the Specific directions section above:

NCPTS Element Specific Directions Selections 1a.2 Draws on appropriate data to develop classroom and instructional plans

Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. standards and benchmarks for the grade or course; Pre- and on-going assessment

2b.3 Understands the influence of diversity and plans instruction accordingly

The lesson content should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.

2d.1 Cooperates with specialist and uses resources to support the special learning needs of all students.

Candidates should consult other specialists to assist in developing and varying instruction based on student needs.

3a.1 Develops and applies lessons based on the North Carolina Standard Course of Study

reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course

3c.1 Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.

integrated content lessons (for example, music and social studies)

3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for the culturally-responsive and globally-connected classroom.

3d.1 Integrates 21st century Skills and content instruction.

reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit

4a.1 Identifies developmental levels of individual students and plans instruction accordingly.

assessment … essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

4a.2 Access and uses resources needed to address strengths and weaknesses of students.

4d.1 Integrates technology to maximize students’ learning

4b.1.Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.

candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results; candidate must collaborate with colleagues, developing teaching activities and products so that all students in the classroom learn effectively regardless of

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4c.1 Uses a variety of appropriate methods and materials to meet the needs of all students.

Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.

4e.1 Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.

provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability

4f.1 Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

to incorporate group input and feedback into the work as teams collaborate and cooperate

5c.1 Uses a variety of research-verified approaches to improve teaching and learning.

Incorporate evidence-based instructional strategies that help students acquire and integrate knowledge, and practice, review, and apply knowledge.

4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric will be developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher, two additional professors familiar with instructional practices, and class peers from the candidate’s methods course will evaluate the candidate’s unit plan, multimedia presentation, and written reflections. Each candidate will introduce his/her unit plan, multimedia presentation; explain his/her instructional goals, the research-based practices used, the assessments used, the differentiation strategies used, the demographic (including exceptional needs and English Language Learners) composition of the class, disaggregated student performance data, and the desired learning outcomes to his/her assessment team. The candidate will consult with his/her mentor/cooperating teacher and methods professor throughout the development of the unit.

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Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice. This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity. Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1 1. Name of Evidence: LEA/IHE Certification of Teaching Capacity 2. Specific directions and/or requirements for the evidence provided to the candidates Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. 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 LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures by the school district and the university to certify to the state that the preservice candidate has demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/ Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate must meet each of the descriptors identified in the Teaching Certification document to be recommended for licensure as well as all other state and institutional requirements. The candidate’s signature does not imply agreement with the ratings. The signatures of the cooperating teacher, principal (or designee), and university supervisor verify the accuracy of an agreement with the ratings on each descriptor. 3. N/A 4. How the evidence is/will be evaluated by the institution. During the clinical practice semester, cooperating teachers and university supervisors provide early and ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept feedback, and sensitivity to individual differences in students. Assessments occur through progress reports and formative and summative evaluations. During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the candidates three times with a final evaluation at the end of the clinical experience. The university supervisor assesses the candidates at the clinical experience site and does three visits with a final evaluation.

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A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation Rubric for interim observations and reports.

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#5 Required- Positive Impact on Student Learning Positive Impact on Student Learning: Evidence that demonstrates impact on student learning. It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. Descriptors addressed IF different from those recommended:

1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and supports.

2. Specific directions and/or requirements for the evidence provided to the candidates. Candidates will be required to develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, and is used to inform instruction. This plan will focus on assessment for learning, not just assessment of learning. The plan will utilize ongoing authentic assessments and will include formative assessments, benchmark assessments and statewide summative assessments that are proposed as a part of the North Carolina Department of Public Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to utilized benchmarking tools that will supply candidates with learning tasks aligned to the North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be utilized by the student teacher/clinical intern to drive instruction during clinical practice. Candidates will serve as emotional and intellectual guides for students as they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor, parents and the students themselves will utilize the plan to closely monitor academic progress and to focus on areas that need improvement. In this way, the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students will know what good work looks like and progresses toward closing the achievement gap. The formative assessment plan will focus on assessment rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes, take and retake tests and make continuous improvements. Software tools will be used for records maintenance and for close, continuous contacts with students and parents. The assessment plan will be developed during the first semester of the year-long U-Step Internship Experience while the candidate continues to learn as an apprentice under the leadership and guidance of his/her methods instructor from the university and cooperating/ mentor teacher from the LEA.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching Standards that impact student learning. Since the candidate will take the lead in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom) (1a.1). By working closely with their methods instructor and cooperating teacher in developing and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in

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planning, monitoring student performance and making data driven instructional decisions that are responsive to an individual student’s learning needs (4b.1). By utilizing different methods, creating a variety of authentic assessments and utilizing formative and summative assessment data available at the school, the candidate will be able to plan instruction appropriate to meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group, provide supports and facilitate learning for all students regardless of their diverse backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to analyze student learning and chart a course to improve student learning (4h.1, 5a.1). By focusing on learning progressions and supports, the candidate will be able to assess the students’ progress toward meeting individual, grade level and graduation goals and attaining 21st Century knowledge, skills and dispositions (5a.1). 4. How the evidence will be evaluated by the institution. A team of faculty members will utilize rubrics for pre, mid-term and final assessments of the Comprehensive Assessment Plan.

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#6 Required-- Leadership and Collaboration Leadership and Collaboration: Evidence that demonstrates leadership and collaboration. It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. Descriptors addressed IF different from those recommended:

1. Name of Evidence: Candidate Leadership Project 2. Specific directions and/or requirements for the evidence provided to the candidates. The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need identified in the selected school’s School Improvement Plan.

To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to implementation.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. Candidate will be required to engage in collaborative and collegial professional learning activities in understanding and evaluating the critical elements of the selected school’s school improvement plan in order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities further as he/she selects an area of need and develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is identified in the selected school’s improvement plan and must be data driven. Data must also be used throughout the project in order to validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require professional development on an on-going basis - prior to the development of the project, during the development and implementation of the project and at the end of the project. The professional development will begin with an overview of the school improvement planning process and will be conducted by personnel from the selected school. During their field experience, candidates will be required to become engaged in the school improvement process. On-going professional development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership Project will require involvement of the students’ families from the outset. Parental permission must be obtained for the project and the project must include a component for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything that we do. The Candidate Leadership Project must include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).

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4. How the evidence will be evaluated by the institution. A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior year, first semester of the senior year and second semester of the senior year respectively. Checkpoints will increase in intensity each semester with a deadline for completion of the project set for the end of the first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU professors and LEA personnel representing the candidates’ major, specialty area and the cooperating LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.

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D. The timeline for implementation. The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have been involved in the development of the specialty area standards and Department of Public Instruction stall for approval on July 1, 2009.

Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and presented to the various committees at the University for approval. Assignments, course rubrics, syllabi materials and resources will be researched, revised and field tested during the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are appropriate for achieving the North Carolina State Board of Education’s mission.

Implementation and on-going evaluation of the program with LEA partners will commence during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and program improvements will be on-going. A more detailed timeline follows below:

Timeline for Implementation S

U 09

S O N D J F M A M

SU10

S O N D

Revise program blueprint according to DPI and partners’ feedback

*

*

*

*

*

Revise courses and develop new courses

*

*

*

*

*

*

*

*

*

*

*

Apply for and receive approval for new courses from ECSU required committees/ councils

*

*

*

Research and select new course materials

*

*

*

*

*

*

*

*

*

*

*

With partners, create rubrics for required assignments

*

*

*

*

*

Pilot new required assignments in current courses

*

*

*

*

*

*

*

*

*

With partners, revise assignments and rubrics according to lessons learned

*

*

*

*

*

*

*


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29

student work to serve as exemplars for major evidences rubrics

* * * *

Utilize continuous evaluation, on-going communications with stakeholders, and student feedback to fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full implementation of approved program

*

*

*

*

1










Comprehensive Science


Elizabeth City State University (ECSU) is submitting this program in response to the State’s call for re-visioned educator preparation programs. In January 2008, the State Board of Education approved in concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s partnership agreement with NCATE. The new process consists of annual review of candidates’ evidence to ensure that they meet the standards for teachers based on a rubric that is aligned with the in-service teacher evaluation instrument. The annual reviews will be coordinated by the State Board of Education and will utilize trained in-service educators and teacher educators. Through random sampling, each specialty area program will be reviewed on a systematic basis when a critical mass of program completers is reached, but at least once every seven years. Additionally, candidate on-the-job performance and institutional involvement with and service to the public schools will be considered in continuing program approval. The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with the program’s mission and the conceptual framework. The North Carolina Professional Educator Standards and the following the programmatic themes are addressed throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the Framework for 21st Century learning.

The “blueprints” (program proposals) include the following components: A) A description of how the proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program; C) The electronic evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II, and Section III; and D) The timeline for implementation. A. A description of how the proposed program has been re-visioned to reflect the North Carolina

Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in them and the rationale for the changes, i.e., how the new program is different from the current program, how it reflects the North Carolina Standards for Teachers and the 21st century knowledge, skills, and dispositions embedded in the standards, and why specific revisions are being made.

The major in Comprehensive Science has been re-visioned to reflect the North Carolina Professional Teaching Standards (NCPTS), North Carolina Secondary Science (including middle school and high school) Specialty Standards, 21st Century Framework knowledge, skills and dispositions and changes recommended by Local Educational Agencies (LEAs). Driven by the North Carolina State

2

Board of Education’s mission and the standards referenced above, in re-visioning, we focused on the need for deep content knowledge and pedagogical skills that will enable candidates to meet the needs of a wide range of diverse learners. All levels of Elizabeth City State University’s (ECSU) academic programs engaged in the re-visioning process. To meet their general education core requirements, all students must take sixteen hours of specifically required general education courses and may choose from a list of course options the remaining courses to meet the 46 – 48 credit hours required for general education. The major in Comprehensive Science with a minor in Secondary Education Re-visioning Committee identified from the list of course choices specific courses that candidates for the bachelors’ degree must complete to meet the general education core requirements. By beginning to integrate 21st Century themes from the beginning of their education at ECSU and continuing them throughout the program, we could ensure that candidates graduate with the skills required of 21st Century educators. Beginning in the freshman year, potential candidates take Freshman Seminar in which they are immersed in the financial literacy module, personal and social responsibility module, and ethical behavior module. The EDUC 203 technology course will be moved to general education requirements to satisfy an ECSU requirement for technology. During focus group sessions with leadership teams, educators from systems across the service area, and department members the following needs emerged: additional practical experience, ability to actively engage all learners, and ability of candidates to actively engage the family and community in their children’s education. In addition to changes in the hours of field experience required for the various required courses, courses requiring field experience will be grouped to provide additional hours of field experience during the year long internship that begins the semester prior to student teaching. Changing from one semester focused on honing clinical practice/teaching skill to more time in real classrooms in the first semester is a major change. So, the senior year will have Internship I the first semester and Internship II (full-time clinical practice) during the second semester. Internship II will carry 12 semester hours instead of the current 6 semester hours. The psychology courses, Human Development and Educational Psychology, will be dropped and a new course Child Development for Learning and Assessment will be added. This course will have a defined product outcome to assist candidates with required evidences. The sciences departments (Biology and Chemistry, Geology, and Physics) conducted a curriculum audit looked at its area schools’ needs and saw a need to restructure its programs and courses. The primary change is from having only one science with teacher licensure—Biology—to having a Comprehensive Science Program with four concentrations—Biology, Chemistry, Earth and Environmental Science, and Physics. In addition to restructuring the content of many courses, to enhance content knowledge, some courses were changed from three credits to four credit courses. Instead of meeting three days per week, these courses currently meet four days per week. This rigorous course content will enable candidates to better prepare their students for the new essential standards and to prepare the candidates themselves for national exams (e.g., graduate admissions exams).

3

The following tables demonstrate how the current program is different from the proposed and how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills and dispositions embedded therein. A curriculum review was conducted during the 2008-2009 academic year. The sciences departments (Biology and Chemistry, Geology, and Physics) have revised their course content to address the new standards adopted by the State Board of Education. The incorporation of these new standards in the Comprehensive Science curriculum will aid in producing a much better prepared candidate.

Comprehensive Science Program

Secondary Education Minor

General Education Core -- Proposed Changes A. General Education courses 45 sh

Course Title Sem. Hours GE102 Composition and Literature 3

GE115 College Algebra 3

SPCH214 College Speech 2

GE140 World Civilizations 1 3

GE Physical Education Activity 1

GE122 Freshman Seminar 1

GE103 Composition and Literature 2 3

GE185 Health Concepts 2

GE118 Precalculus 3

GE141 World Civilizations 2 3

GE142 Introduction to Geography 3

GE201 World Literature 1 3

GE Physical Education Activity 1

GE Fine Arts and Communications 2

SPAN101 Spanish I 3

EDUC202 Sophomore Seminar P/F

GE158/l Principles of Geological Sciences 4

PSY212 General Psychology 3

EDUC 203 Intro to Computer Instructional Technology 3

B. Major Core Requirements 24 sh BIOL 101 General Biology for Majors I 4 BIOL 102 General Biology for Majors II 4 CHEM 101 General Chemistry I 3 CHEM 101L General Chemistry Lab I 1

4

CHEM 102 General Chemistry II 3 CHEM 102L General Chemistry Lab II 1 MATH 165 Calculus of the Single Variable I 4 ENSC 101 General Environmental Science 3 ENSC 101L General Environmental Science Lab 1

Physics is required for each of the concentrations. It appears in Section C with the concentration courses.

C. Related Area Course Requirements (Biology) 30 sh PHYS 181 General Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 182 General Physics II 3 PHYS 182L General Physics II Lab 1 CHEM 301 Organic Chemistry I 3 CHEM 301L Organic Chemistry Lab I 1 CHEM 302 Organic Chemistry II 3 CHEM 302L Organic Chemistry Lab II 1 BIOL 207 Human Anatomy 4 BIOL 307 Human Physiology 4 BIOL 210 Genetics 3 BIOL 352 Frontiers in Molecular Biology 3

C. Related Area Course Requirements (Chemistry) 31 sh PHYS 181 General Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 182 General Physics II 3 PHYS 182L General Physics II Lab 1 MATH 265 Calculus of the Single Variable II 4 CHEM 301 Organic Chemistry I 3 CHEM 301L Organic Chemistry Lab I 1 CHEM 302 Organic Chemistry II 3 CHEM 302L Organic Chemistry Lab II 1 CHEM 202 Quantitative Analysis 3 CHEM 202L Quantitative Analysis Lab 1 CHEM 401 Biochemistry 3 CHEM 401L Biochemistry Lab 1 CHEM 205 Inorganic Chemistry 3

C. Related Area Course Requirements (Physics) 31sh

5

PHYS 191 University Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 192 University Physics II 3 PHYS 182L General Physics II Lab 1 MATH 265 Calculus of the Single Variable II 4 MATH 267 Calculus of the Several Variables III 4 PHYS 201 Mechanics I 3 PHYS 202 Mechanics II 3 PHYS 301 Electricity and Magnetism I 3 PHYS 302 Electricity and Magnetism II 3 PHYS 310 Optics 3

D. Related Area Course Requirements (Earth and Environmental Science) 30 sh PHYS 181 General Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 182 General Physics II 3 PHYS 182L General Physics II Lab 1 MAS 331 Marine Biology 3 MAS 333 Wetlands and Ocean Chemistry 4 MAS 402 Physical Oceanography 3 GEOL 143 Historical Geology 3 GEOL 341 Mineralogy 3 GEOL 332 Geomorphology 3 GEOL 440 Structural Geology 3

6

Current and Proposed Changes Professional Education Core

CURRENT PROPOSED

EDUC 203 Introduction to Computer Instructional Technology

3

EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of Education

3

EDUC 479 Multicultural Education 3 PSY 302 Human Development 3 PSY Child Development for

Learning and Assessment 3

PSY 309 Educational Psychology 3 READ 320 Teaching Reading in the

Content Area 3 READ 320 Teaching Reading in the

Content Area 3

SPED 346 Introduction to Special Education Law

3 SPED 280 Introduction to Special Education and Diverse Learners

3

EDUC 400 Senior Seminar P/F EDUC 478 Seminar in Contemporary

Educational Issues P/F EDUC 478 Seminar in Contemporary

Educational Issues P/F

EDUC 430 Secondary Instructional Methods

3 EDUC Internship I for yearlong experience with English Methods and Secondary Instructional Methods in Mathematics

3

EDUC 478 Observation and Supervision of Student Teaching


TOTAL 30 27

B. How public school partners were involved in the re-visioning of the program and how they will be

involved in the delivery and evaluation of the program.

Focus groups were held with members of the leadership teams from four local educational agencies in order to obtain a broad-based perspective of needs. This LEA feedback was necessary for designing a program that could enable candidates to realize the North Carolina State Board of Education’s mission and produce 21st Century educators capable of producing 21st Century graduates.

In addition to the involvement of public school partners on various administrative levels, the re-visioning of the program included focus groups with current candidates, candidates completing student teaching, completers of the program, and current teachers. Responses to the online survey were negligible but face-to-face sessions were more productive. The teachers were asked to make recommendations as to how the university and the public schools might best collaborate to strengthen the program. Results from the group discussions and surveys were reviewed by the re-visioning team along with the New Professional Teacher Standards, specialty standards, 21st themes and the 21st Century Educator’s model were used to structure the proposed, revised Secondary Comprehensive Science Education Program.

7

8

After feedback is received from the North Carolina State Review teams this fall, the re-visioning team will continue to revise and field test the proposed program. We will continue to obtain evaluative input from school leaders and practitioners and from our community partners.

9


This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the program standards. Briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended alignment of the descriptors with the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.

Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards Addressed by the Evidence

1 Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area1.

Transcript Copy of 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.

Required: 3b.1

2 Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area.

Culminating Project: Documentation of Learners

Candidates will design a culminating project that is a research, application, or curriculum project in the specialty area. The project must reflect a synthesis of the depth of understanding and application of content knowledge.

Required: 3b.1

3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.

Differentiated Unit Plan Based on the North Carolina Essential Standards Course of Study

A comprehensive six weeks, unit plan will be developed that focuses on major concepts, begins with learner assessment data, and includes culturally-responsive teaching practices with differentiation designed to meet the needs of students.

Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1

4 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.2

LEA/IHE Certification of Teaching Capacity

State-required evaluation of the candidate completed by the institution and the cooperating teacher.

Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1

1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s). 2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.

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Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards Addressed by the Evidence

5 Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.

Comprehensive Assessment Plan

Candidates will develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, is used to inform instruction and uses multifaceted formative and summative assessments.


6 Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

Candidate Leadership Project

Candidates will design and implement a project as an apprentice to and in collaboration with their advisor, university supervisor, and cooperating teacher that demonstrates knowledge, skills and dispositions in leadership and collaboration.

Recommended: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1

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In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section I . Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template submitted MUST reflect the alignment used by the institution.



ELEMENTS 1. TEACHERS DEMONSTRATE LEADERSHIP a. Teachers lead in their classrooms.

1. 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.



4. Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




3. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8




#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS



#1 #2 #3 #4 #5 #6 #7 #8


1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

#1 #2 #3 #4 #5 #6 #7 #8

2. 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. 1. Maintains a positive and nurturing learning environment.

#1 #2 #3 #4 #5 #6 #7 #8


1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.



#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


1. Cooperates with specialists and uses resources to support the special learning needs of all students.


special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS


students. 1. Communicates and collaborates with the home and community for the benefit of students.

#1 #2 #3 #4 #5 #6 #7 #8

3. TEACHERS KNOW THE CONTENT THEY TEACH a. Teachers align their instruction with the North Carolina Standard Course of Study.


2. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



2. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8


1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.


#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


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ELEMENTS 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. 1. Identifies developmental levels of individual students and plans instruction accordingly.


#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8


1. Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.

#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8


1. Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.

#1 #2 #3 #4 #5 #6 #7 #8


1. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

#1 #2 #3 #4 #5 #6 #7 #8



2. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS h. Teachers use a variety of methods to assess what each student has learned.

1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction.


#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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DEMONSTRATING THE DESCRIPTORS OF THE ELEMENTS

5. TEACHERS REFLECT ON THEIR PRACTICE a. Teachers analyze student learning.


#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



#1 #2 #3 #4 #5 #6 #7 #8



1) the name of the evidence; 2) the specific directions and/or requirements for the evidence provided to the candidates; 3) how the evidence specifically addresses the descriptors for which it is cited in Sections I and II; and 4) how the evidence is/will be evaluated by the institution.

#1 Required (State prescribed)- Content Knowledge Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area. A transcript OR passing scores on the appropriate Praxis II test(s) must be submitted. This evidence must address descriptor 3b.1. 1. Name of Evidence: College transcript 2. Specific directions and/or requirements for the evidence provided to the candidates. Candidates must demonstrate a “C” 2.0 average or above on at least 24 credit hours of specified courses in the specialty area. The grade of “C” is passing but the requirement for Teacher Education Program entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining eligibility in the program.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a sequence of specific course(s) through which the content knowledge is acquired. The combined sequence of courses and the grades earned in the specified courses along with the evidence projects included in this document demonstrate mastery of the content taught (3b1).

4. How will the evidence be evaluated by the institution? The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who signs the Application for

17

Admission to the Teacher Education Program and by the Office of Teacher Education and the admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School Services and by the Office of Teacher Education upon completion of the field experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding of the degree.

#2 Required - Content Knowledge Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area. This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) 2. The specific directions and/or requirements for the evidence provided to the candidates:

The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research, application, or curriculum project that will span two semesters beginning in the first semester of the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. Candidates may complete the project as an individual or in a group. If done as a group project, each candidate must complete and present a clearly defined individual part. The candidate will conduct an indepth study of his/her specific interest area. The study must include a strand showing global, multi-ethnic involvement. Candidates must demonstrate knowledge of discipline-specific technology as well as technology for communication and management. The culminating project is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. Within the contextual focus area, the candidate will use critical thinking and problem-solving skills to apply his/her expertise learned in the major studies to real-world school and/or community issues. The project can take any number of forms. For example, it might be a design and implementation project, a theoretical or philosophical analysis of a particular problem or issue, or development of hyper-media materials.

The project must include a written research paper that incorporates multiple perspectives, not just Eurocentric. The project is intended to be innovative, creative, and an original work. The final product should be clearly presented in a specified form, suitable for inclusion in an electronic/professional portfolio or other permanent record. Completed projects must demonstrate that the candidate:

• Uses research and inquiry methods appropriate to the specialty area project; • Commands a thorough understanding of the specialty content area; • Links and draws upon central strands within specialty area coursework in the conception and


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• Accesses and uses current and foundational literature in the specialty area; • Expresses the nature, means and intent of the project with clarity; • Uses comparative analyses of verified-research approaches to propose best techniques for

mastery of learning; • Advocates for engaging the disenfranchised into high quality learning in the specialty area.

The project allows candidates to concentrate on developing a project of a novel, creative, and individual and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-approved and is developed through consultation with department faculty. The examination of the interest area will begin with the research proposal which in turn will feed into the major written research paper. The main theory requirement is a research paper in which the candidate will discuss a theoretical issue relating directly to his/her research project. Candidates will use information and communications technology to present their research paper to a workshop group during the latter part of the first semester. This high quality multimedia presentation must accompany the oral presentation. The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper; 3) Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText Portfolio. However, Electronic Evidence #2 is comprised of components one, two, and five as evidence for documentation of learning. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II; and

The Culminating Project-Documentation of Learning (DOL) is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that candidates demonstrate an appropriate level of content knowledge in the teaching specialty.

4. How the evidence is/will be evaluated by the institution. A team of faculty members and LEA partners develop rubrics that will be used for the Culminating Project-Documentation of Learning (DOL) Electronic Evidence #2 components of 1) Research Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.

19

#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice. It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1. Descriptors addressed IF different from those recommended:

1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of Study/Essential Standards

2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may contain individual content lessons as well as integrated content lessons (for example, music and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit. The instructional plans within the unit will be differentiated to show how candidates provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability; and to incorporate group input and feedback into the work as teams collaborate and cooperate. Candidates’ units must include some essential features such as:

• All learners have set goals and are engaged in the learning activity. • The lesson content should address the same concepts with all students but be adjusted by degree

of complexity for the diversity of learners in the classroom. • Critical and creative thinking must be designed in lessons for the culturally-responsive and

globally-connected classroom. • Incorporate evidence-based instructional strategies that help students acquire and integrate

knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.

• On-going assessment of student readiness and growth must be included for meaningful and successful differentiation. Assessment should occur before, during, and following instruction. Assessments may be paper or electronic, formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures.

• Pre- and on-going assessment are essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results. Candidates should consult other specialists

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to assist in developing and varying instruction based on student needs. Through this collaboration and reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school setting. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented during clinic practice. A rubric will be developed for the unit and the written reflection. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II: The unit will address the following descriptors as denoted by the terms below selected from the Specific directions section above:

NCPTS Element Specific Directions Selections1a.2 Draws on appropriate data to develop classroom and instructional plans

Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. standards and benchmarks for the grade or course; Pre- and on-going assessment

2b.3 Understands the influence of diversity and plans instruction accordingly

The lesson content should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.

2d.1 Cooperates with specialist and uses resources to support the special learning needs of all students.

Candidates should consult other specialists to assist in developing and varying instruction based on student needs.

3a.1 Develops and applies lessons based on the North Carolina Standard Course of Study

reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course

3c.1 Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.

integrated content lessons (for example, music and social studies)

3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for the culturally-responsive and globally-connected classroom.

3d.1 Integrates 21st century Skills and content instruction.

reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit

4a.1 Identifies developmental levels of individual students and plans instruction accordingly.

assessment … essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.

4a.2 Access and uses resources needed to address strengths and weaknesses of students.

4d.1 Integrates technology to maximize students’ learning

4b.1.Collaborates with colleagues to monitor student performance and make instruction

candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results; candidate must collaborate with

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responsive to cultural differences and individual learning needs.

colleagues, developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability

4c.1 Uses a variety of appropriate methods and materials to meet the needs of all students.

Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.

4e.1 Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.

provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability

4f.1 Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

to incorporate group input and feedback into the work as teams collaborate and cooperate

5c.1 Uses a variety of research-verified approaches to improve teaching and learning.

Incorporate evidence-based instructional strategies that help students acquire and integrate knowledge, and practice, review, and apply knowledge.

4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric will be developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher, two additional professors familiar with instructional practices, and class peers from the candidate’s methods course will evaluate the candidate’s unit plan, multimedia presentation, and written reflections. Each candidate will introduce his/her unit plan, multimedia presentation; explain his/her instructional goals, the research-based practices used, the assessments used, the differentiation strategies used, the demographic (including exceptional needs and English Language Learners) composition of the class, disaggregated student performance data, and the desired learning outcomes to his/her assessment team. The candidate will consult with his/her mentor/cooperating teacher and methods professor throughout the development of the unit.

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Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice. This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity. Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1

1. Name of Evidence: LEA/IHE Certification of Teaching Capacity 2. Specific directions and/or requirements for the evidence provided to the candidates Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate. 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 LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures by the school district and the university to certify to the state that the preservice candidate has demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/ Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate must meet each of the descriptors identified in the Teaching Certification document to be recommended for licensure as well as all other state and institutional requirements. The candidate’s signature does not imply agreement with the ratings. The signatures of the cooperating teacher, principal (or designee), and university supervisor verify the accuracy of and agreement with the ratings on each descriptor. 3. N/A 4. How the evidence is/will be evaluated by the institution. During the clinical practice semester, cooperating teachers and university supervisors provide early and ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept feedback, and sensitivity to individual differences in students. Assessments occur through progress reports and formative and summative evaluations. During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the candidates three times with a final evaluation at the end of the clinical experience. The university supervisor assesses the candidates at the clinical experience site and does three visits with a final evaluation.

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A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation Rubric for interim observations and reports.

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#5 Required- Positive Impact on Student Learning Positive Impact on Student Learning: Evidence that demonstrates impact on student learning. It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. Descriptors addressed IF different from those recommended:

1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and supports.

2. Specific directions and/or requirements for the evidence provided to the candidates. Candidates will be required to develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, and is used to inform instruction. This plan will focus on assessment for learning, not just assessment of the subject matter. The plan will utilize ongoing authentic assessments and will include formative assessments, benchmark assessments and statewide summative assessments that are proposed as a part of the North Carolina Department of Public Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to utilized benchmarking tools that will supply candidates with learning tasks aligned to the North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be utilized by the student teacher/clinical intern to drive instruction during clinical practice. Candidates will serve as emotional and intellectual guides for students as they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor, parents and the students themselves will utilize the plan to closely monitor academic progress and to focus on areas that need improvement. In this way, the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students will know what good work looks like and progresses toward closing the achievement gap. The formative assessment plan will focus on assessment rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes, take and retake tests and make continuous improvements. Software tools will be used for records maintenance and for close, continuous contacts with students and parents. The assessment plan will be developed during the first semester of the year-long U-Step Internship Experience while the candidate continues to learn as an apprentice under the leadership and guidance of his/her methods instructor from the university and cooperating/ mentor teacher from the LEA.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching Standards that impact student learning. Since the candidate will take the lead in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom (1a.1). By working closely with their methods instructor and cooperating teacher in developing and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in

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planning, monitoring student performance and making data driven instructional decisions that are responsive to an individual student’s learning needs (4b.1). By utilizing different methods, creating a variety of authentic assessments and utilizing formative and summative assessment data available at the school, the candidate will be able to plan instruction appropriate to meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group, provide supports and facilitate learning for all students regardless of their diverse backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to analyze student learning and chart a course to improve student learning (4h.1, 5a.1). By focusing on learning progressions and supports, the candidate will be able to assess the students’ progress toward meeting individual, grade level and graduation goals and attaining 21st Century knowledge, skills and dispositions (5a.1). 4. How the evidence will be evaluated by the institution. A team of faculty members will utilize rubrics for pre, mid-term and final assessments of the Comprehensive Assessment Plan.

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#6 Required-- Leadership and Collaboration Leadership and Collaboration: Evidence that demonstrates leadership and collaboration. It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. Descriptors addressed IF different from those recommended:

1. Name of Evidence: Candidate Leadership Project 2. Specific directions and/or requirements for the evidence provided to the candidates. The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need identified in the selected school’s School Improvement Plan.

To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to implementation.

3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. Candidate will be required to engage in collaborative and collegial professional learning activities in understanding and evaluating the critical elements of the selected school’s school improvement plan in order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities further as he/she selects an area of need and develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is identified in the selected school’s improvement plan and must be data driven. Data must also be used throughout the project in order to validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require professional development on an on-going basis - prior to the development of the project, during the development and implementation of the project and at the end of the project. The professional development will begin with an overview of the school improvement planning process and will be conducted by personnel from the selected school. During their field experience, candidates will be required to become engaged in the school improvement process. On-going professional development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership Project will require involvement of the students’ families from the outset. Parental permission must be obtained for the project and the project must include a component for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything that we do. The Candidate Leadership Project must include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).

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4. How the evidence will be evaluated by the institution. A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior year, first semester of the senior year and second semester of the senior year respectively. Checkpoints will increase in intensity each semester with a deadline for completion of the project set for the end of the first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU professors and LEA personnel representing the candidates’ major, specialty area and the cooperating LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.

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D. The timeline for implementation. The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have been involved in the development of the specialty area standards and Department of Public Instruction stall for approval on July 1, 2009.

Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and presented to the various committees at the University for approval. Assignments, course rubrics, syllabi materials and resources will be researched, revised and field tested during the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are appropriate for achieving the North Carolina State Board of Education’s mission.

Implementation and on-going evaluation of the program with LEA partners will commence during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and program improvements will be on-going. A more detailed timeline follows below:


SU 09

S O N D J F M A M SU 10

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Revise program blueprint according to DPI and partners’ feedback

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Revise courses and develop new courses

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Apply for and receive approval for new courses from ECSU required committees/ councils

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Research and select new course materials

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With partners, create rubrics for required assignments

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Pilot new required assignments in current courses

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With partners, revise assignments and rubrics according to lessons learned

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student work to serve as exemplars for major evidences rubrics

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Utilize continuous evaluation, on-going communications with stakeholders, and student feedback to fine-tune program

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Begin full implementation of approved program

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