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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. 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 21 st Century knowledge, skills, and dispositions (4h2).
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Elizabeth City State University Revisioning Changes December … · 2018-07-20 · EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of ... PSY 302 Human Development

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Page 1: Elizabeth City State University Revisioning Changes December … · 2018-07-20 · EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of ... PSY 302 Human Development

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.

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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Elizabeth City State University

Secondary Education - English

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 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.

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 English with a minor in Secondary Education Program has been re-visioned to

reflect the North Carolina Professional Teaching Standards (NCPTS), North Carolina Art

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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 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.

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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

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

GE Language and Literature 3 GE 201

World Literature I 3

EDUC 203 Introduction to Computer

Instructional Technology

3 EDUC 203 Teaching With Technology 3

GE Natural Sciences and Math 3 MATH 121 Number Systems and Algebra 3

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

GE 152/L Natural Sciences and Math 4 MATH 122 Geometry and Data Analysis 4

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GE 155 L Natural Sciences and Math 4 GE 152 OR

155 L

Principles of Biological 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 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

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 47 47

Current and Proposed Changes

Professional Education Core

CURRENT PROPOSED

EDUC 203 Introduction to Computer

Instructional Technology

3 Transferred to the General

Education Core

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

English

3

EDUC 478 Observation and

Supervision of Student

Teaching

6 EDUC 469 Internship II: Clinical Practice 12

SPED Positive Behavior Support 3

SPED Practicum II 2

TOTAL 30 32

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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

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

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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.

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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

2 Content Knowledge: Evidence that

demonstrates candidate depth of

understanding and application of

content knowledge in the specialty

area.

Culminating Project:

Documentation of

Learning Research

Project

Candidates will design a culminating project

that is a research application in the English

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.

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

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

DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS

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

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

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

DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS

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

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

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

DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS

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

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

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

DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS

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

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

DEMONSTRATING THE DESCRIPTORS OF THE

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

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

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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.

#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) –

Research Project

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

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.

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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 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;

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 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.

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.

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

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.

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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.

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) Research Project Electronic Evidence

#2 components of 1) Research Proposal; 2) Scholarly Paper; and 3) 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

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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.

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

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,

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

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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

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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#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

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

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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.

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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. 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.

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

and II.

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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).

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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.

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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 &

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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).

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

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

*

*

*

*

*

*

*

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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

*

*

*

*