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Elizabeth City State University
Revisioning Changes
June 15, 2010
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 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).
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Elizabeth City State University
Elementary 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 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.
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.
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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
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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 478 Seminar in Contemporary
Educ. Issues
P/F EDUC 478
Seminar in Contemporary Educ.
Issues
P/F
EDUC 400 Senior Seminar 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
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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.
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.
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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. 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
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.
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
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
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
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
Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards
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Addressed by the Evidence
5 Positive Impact on Student
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.
Recommended: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1
6 Leadership and Collaboration:
Evidence that demonstrates
leadership and collaboration.
Candidate
Leadership Project
In collaboration with their advisor,
university supervisor, and cooperating
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.
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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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
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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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
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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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
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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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
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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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
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
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SPED 450 Implementing Positive Behavior Support 3
EDUC 433 Clinical Practice 12
EDUC 478 Seminar in Contemporary Issues P/F
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: Reading Research Project
2. The specific directions and/or requirements for the evidence provided to the candidates:
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.
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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.
4. How the evidence is/will be evaluated by the institution.
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.
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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 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 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
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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.
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
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 cooperating 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
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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 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.
23
#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 drive
instruction. This plan will focus on assessment for learning, not just assessment of the subject
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.
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.
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
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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).
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 summer of 2010.
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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 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.
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, 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
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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 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.
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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
lessons learned
*
*
*
*
*
*
*
With partners, select
28
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
*
*
*
*
Note: The letters in the header row stand for the months of the year.