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).
2
Elizabeth City State University
Art Education
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call for re-
visioned educator preparation programs. In January 2008, the State Board of Education approved in
concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates
barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on
increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s
partnership agreement with NCATE.
The new process consists of annual review of candidate evidence to ensure that they meet the standards
for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual
reviews will be coordinated by the State Board of Education and will utilize trained inservice educators
and teacher educators. Through random sampling, each specialty area program will be reviewed on a
systematic basis when a critical mass of program completers is reached, but at least once every seven
years. Additionally, candidate on-the-job performance and institutional involvement with and service to
the public schools will be considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with
the program’s mission and the conceptual framework. The North Carolina Professional Educator
Standards and the following the programmatic themes are addressed throughout coursework and
experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of
Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the
Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how the
proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of
the program and how they will be involved in the delivery and evaluation of the program; C) The electronic
evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II,
and Section III; and D) The timeline for implementation.
Art Education – The Program
A. A description of how the proposed program has been re-visioned to reflect the North Carolina
Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in
them and the rationale for the changes, i.e., how the new program is different from the current
program, how it reflects the North Carolina Standards for Teachers and the 21st century
knowledge, skills, and dispositions embedded in the standards, and why specific revisions are
being made.
3
The Art Education Program has been re-visioned to reflect the North Carolina Professional Teaching
Standards (NCPTS), North Carolina Art Specialty Standards, 21st Century Framework knowledge,
skills and dispositions and changes recommended by Local Educational Agencies (LEAs).
Driven by the North Carolina State Board of Education’s mission and the standards referenced above,
in re-visioning, we focused on the need for deep content knowledge and pedagogical skills that will
enable candidates to meet the needs of a wide range of diverse learners.
All levels of Elizabeth City State University’s (ECSU) academic programs engaged in the re-
visioning process. To meet their general education core requirements, all students must take sixteen
hours of specifically required general education courses and may choose from a list of course options
the remaining courses to meet the 46 – 48 credit hours required for general education. The Art
Education Re-visioning Committee identified from the list of course choices specific courses that
candidates for this bachelors’ degree must complete to meet the general education core requirements.
By beginning to integrate 21st Century themes from the beginning of their education at ECSU and
continuing them throughout the program, we could ensure that candidates graduate with the skills
required of 21st Century educators.
Beginning in the freshman year, potential candidates take Freshman Seminar in which they are
immersed in financial literacy module, personal and social responsibility module, and ethical behavior
module. The EDUC 203 technology course will be moved to general education requirements to satisfy
an ECSU requirement for technology.
During focus group sessions with leadership teams, educators from systems across the service area,
and arts council members, the following needs emerged: additional practical experience, ability to
actively engage all learners, and ability of candidates to engage the total community in the arts.
In addition to changes in the hours of field experience required for the various required courses,
courses requiring field experience will be grouped to provide additional hours of field experience
during the year long internship that begins the semester prior to student teaching. Changing from one
semester focused on honing clinical practice/teaching skill to more time in real classrooms in the first
semester is a major change. So, the senior year will have Internship I the first semester and Internship
II (full-time clinical practice) during the second semester. Internship II will carry 12 semester hours
instead of the current 6 semester hours. The psychology courses, Human Development and
Educational Psychology, will be dropped and a new course Child Development for Learning and
Assessment will be added. This course will have a defined product outcome to assist candidates with
required evidences.
The following statements demonstrates how the current program is different from the proposed and
how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills and
dispositions embedded therein. A curriculum review was conducted during the 2008-2009 academic
year. The Art Department has amended its course content to address the new standards adopted by the
State Board of Education in the following ways:
Standard 1: All formative courses will stress a specific emphasis, the basics of art theory to
include a thorough understanding of the element of art, principles of design and composition.
4
Standard 2: Added emphasis will be stressed in each art studio discipline that will serve to
heighten the candidate’s art making sensibilities. Special emphasis will be placed on the
creation of a safe working studio environment. More emphasis will be placed on developing
the ability to evaluate and critique works of art.
Standard 3: Candidates will be exposed to various cultures, artists and art forms and will be
challenged to examine these aspects in an historical context in their art history courses. They
will also explore the political and social roles of art and the artist.
Standard 4: Additional emphasis will be placed on all students’ ability to analyze and interpret
works of art. Visual literacy will be stressed in all studio courses through written and verbal
critiques. These components will be reflected in the course syllabi.
Standard 5: This standard will be addressed in the art methods course. The course will be
redesigned to ensure that candidates will have a thorough understanding of the vital role visual
arts plays in the educational lives of everyone. They will be introduced to concepts to help
promote this understanding to colleagues, school administrators and the community at large.
The candidates will develop skill in organizing and budgeting to create a successful art program.
Special emphasis will be placed on candidates remaining current in their own visual research and art
production.
The incorporation of these new standards in the art curriculum will aid in producing a much better
prepared candidate. With the emphasis on these five new specialty, standards the candidate will be
able to address the emerging needs and concerns of students from the new millennium. Candidate will
be more cognizant of art theory and be more visually articulate and better able to relate to and address
the arts from a more informed multi-faceted universal perspective.
Major Core Requirements……………………………………………………………..51
ART 100 Art Foundations 3
ART 101 Graphic Design I 3
ART 102 Drawing I 3
ART 103 Drawing II 3
ART 111 Three-Dimensional Design 3
ART 220 Painting I 3
ART 230 Sculpture I 3
ART 260 Printmaking I 3
ART 340 Photography I 3
ART 350 Ceramics I 3
ART 400 Advanced Studio I 3
ART 409 Senior Portfolio/Show 3
ART Restricted Art Electives 6
Related Courses (Required)………………………………………………9
ARTH 211 Ancient Art 3
ARTH 212 Medieval Art 3
ARTH 217 History of Graphic Arts 3
ARTH 313 Renaissance Art 3
5
ARTH 315 African American Art 3
ARTH 317 Nineteenth-Century Art 3
ARTH 318 Twentieth-Century Art 3
ARTH 319 Baroque/Rococo Art 3
ARTH 416 Theory of Contemp. Art Design 3
Current and Proposed Changes
Professional Education Core
CURRENT PROPOSED
EDUC 203 Introduction to Computer
Instructional Technology
3 SPED 280 Introduction to Special
Education and Diverse Learners
3
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of
Education
3
EDUC 479 Multicultural Education 3
PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
READ 320 Teaching Reading in the
Content Area
3 READ 320 Teaching Reading in the
Content Area
EDUC 400 Senior Seminar P/F
EDUC 478 Seminar in Contemporary
Educational Issues
P?F EDUC 478 Seminar in Contemporary
Educational Issues
P/F
EDUC 424 Art Methods 3 EDUC 424 Internship I for yearlong
experience with Art Methods
3
EDUC 469 Observation and Supervision
of Student Teaching
6 EDUC 469 Internship II: Clinical Practice 12
6
B. How public school partners were involved in the re-visioning of the program and how they will be
involved in the delivery and evaluation of the program.
In order to obtain a broad-based perspective of needs and to obtain public school input in the design of a
program that could enable candidates to realize the North Carolina State Board of Education’s mission
and produce 21st Century Educators capable of producing 21
st Century graduates, focus groups were held
with members of the leadership teams from four local educational agencies.
In addition to the involvement of public school partners on various administrative levels, the re-visioning
of the program included focus groups with current candidates, candidates completing student teaching,
completers of the program and current teachers. Responses to the online survey were negligible but face-
to-face sessions were more productive. Most of the area art teachers are graduates of ECSU’s art program.
This fact gave them insight from both sides of the issue; therefore, they have a unique perspective of
candidate needs. The teachers will be asked to make recommendations as they see fit in terms of how the
university and the public schools might best collaborate to strengthen the program. Results from the group
discussions and surveys were reviewed by the re-visioning team along with the New Professional Teacher
Standards, specialty standards approved by the North Carolina State Board of Education in January 2009,
21st themes and the 21
st Century Educator’s model were used to structure the proposed, revised Art
Education Program.
After feedback is received from the North Carolina State Review teams this fall, the re-visioning team
will continue to revise and field test the proposed program. We will continue to obtain evaluative input
from school leaders and practitioners and from our community arts partners.
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SECTION I: KEY EVIDENCES
This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all
candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the
program standards. Briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended
alignment of the descriptors with the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.
Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards
Addressed by the Evidence
1 Content Knowledge: Evidence that
demonstrates breadth of content
knowledge in the specialty area1.
Transcript Copy of transcript with at least 24 semester
hours of coursework relevant to the specialty
area from a regionally accredited college or
university with a grade of C (2.0) or better in
each of the 24 hours.
Required: 3b.1
2 Content Knowledge: Evidence that
demonstrates candidate depth of
understanding and application of
content knowledge in the specialty
area.
Culminating Project:
Documentation of
Learning Art Exhibit
and Reflection
Candidates will design a culminating project
that is a research application in the art
specialty area. The project must reflect a
synthesis of the depth of understanding and
application of content knowledge.
Required: 3b.1
3 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates effective
design of classroom instruction based
on research-verified practice.
Differentiated Unit
Plan Based on the
North Carolina
Essential Standards
Course of Study
A comprehensive six weeks, unit plan
will be developed that focuses on major
concepts, begins with learner assessment
data, and includes culturally-responsive
teaching practices with differentiation
designed to meet the needs of students.
Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1,
3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,
5c.1
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.
8
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
9
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
ART 100 Art Foundations 3
ART 101 Graphic Design I 3
ART 102 Drawing I 3
ART 103 Drawing II 3
ART 111 Three-Dimensional Design 3
ART 220 Painting I 3
ART 230 Sculpture I 3
ART 260 Printmaking I 3
ART 340 Photography I 3
ART 350 Ceramics I 3
ART 400 Advanced Studio I 3
ART 409 Senior Portfolio/Show 3
36
16
Related Courses (Required Hours)…….…………………9
ARTH 211 Ancient Art 3
ARTH 212 Medieval Art 3
ARTH 217 History of Graphic Arts 3
ARTH 313 Renaissance Art 3
ARTH 315 African American Art 3
ARTH 317 Nineteenth-Century Art 3
ARTH 318 Twentieth-Century Art 3
ARTH 319 Baroque/Rococo Art 3
ARTH 416 Theory of Contemp. Art Design 3
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II.
The evidence demonstrates breadth of content knowledge attained over a four year period by
detailing a sequence of specific course(s) through which the content knowledge is acquired. The
combined sequence of courses and the grades earned in the specified courses along with the
evidence projects included in this document demonstrate mastery of the content taught (3b1).
4. How will the evidence be evaluated by the institution?
The evidence will be evaluated by the institution at four transition points – upon admission to the
Teacher Education Program, prior to clinical practice, upon completion of clinical practice and
prior to completion of the degree program. At Transition Point I, the candidate’s application for
admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who
signs the Application for Admission to the Teacher Education Program and by the Office of
Teacher Education and the admissions committee. At Transition Point II, the candidate’s
Application for Clinical Practice is evaluated by the Office of School Services and by the Office
of Teacher Education prior to approval for beginning the year long U-Step Internship Program.
The candidate’s credentials are evaluated again by both the Office of School Services and by the
Office of Teacher Education upon completion of the field experience. A final evaluation of the
candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher
Education and by the Office of the Registrar prior to approval for graduation. The faculty at
Elizabeth City State University votes on all candidates prior to the awarding of the degree.
17
#2 Required - Content Knowledge
Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content
knowledge in the specialty area.
This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the
teaching specialty.
1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) – Art
Exhibit and Reflection
2. The specific directions and/or requirements for the evidence provided to the candidates:
The culminating project Art Exhibit and Reflection will span two semesters beginning with Art
400-Advanced Studio I in the first semester of the senior year. Candidates must decide on a
focus and prepare a proposal detailing the focus of their study. The candidate will conduct an
individualized indepth study of his/her medium of interest. The study must include a strand
showing global, multi-ethnic involvement. The culminating project is an indepth, though not
necessarily media-specific study of one of the specialized areas in this major (for example, Art
Theory, Ceramics, Drawing, Graphic Design, Painting, Photography, Printmaking, Sculpture, or
Three-Dimensional Design). The project must reflect a synthesis of the depth of understanding
and application of content knowledge in the Art specialty area. The candidate will use critical
thinking and problem-solving skills to apply his/her expertise learned in the major studies to real-
world school and/or community issues.
The project allows candidates to concentrate on developing a body of work, usually of a novel,
creative, and individual nature and emphasizes a strong sense of independent inquiry. The
proposal for the project is advisor-approved and is developed through consultation with Art
Department faculty. The examination of the interest area will grow from the research proposal
which in turn will feed into the main written research paper.
The main theory requirement is a research paper in which the candidate will discuss a theoretical
issue relating directly to his or her research project.
Candidates will use information and communications technology to present their research paper
to a critique committee during the latter part of the first semester. This high quality multimedia
presentation must accompany the oral presentation.
The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper;
3) Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText
Portfolio. However, Electronic Evidence #2 is comprised of components one, two, and five as
evidence for documentation of learning.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II?
18
The Culminating Project-Documentation of Learning (DOL) Art Exhibit and Reflection
is an indepth study that reflects a synthesis of the depth of understanding and application of
content knowledge art. This synthesis requires that candidates demonstrate an appropriate level of
content knowledge in the art teaching specialty.
4. How the evidence is/will be evaluated by the institution.
A team of faculty members and LEA partners develop rubrics that will be used for the
Culminating Project-Documentation of Learning (DOL) Art Exhibit and Reflection
Electronic Evidence #2.
19
#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions:
Evidence that demonstrates effective design of
classroom instruction based on research-verified practice.
It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1,
4d.1, 4e.1, 4f.1, 5c.1.
Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is
designed to meet the individual instruction needs of student in a heterogeneous classroom. The
specialty area unit plan may contain individual content lessons as well as integrated content
lessons (for example, music and social studies). The candidate must collaborate with colleagues
in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks
for the grade or course and determine a focus for the unit. The instructional plans within the unit
will be differentiated to show how candidates provide students with different avenues to
acquiring the designated content; to processing, constructing, or making sense of ideas; to
developing teaching activities and products so that all students in the classroom learn effectively
regardless of differences in ability; and to incorporate group input and feedback into the work as
teams collaborate and cooperate. Candidates’ units must include some essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by
degree of complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive
and globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and
integrate knowledge, and practice, review, and apply knowledge. Instruction may require
varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment
for different students in the classroom.
On-going assessment of student readiness and growth must be included for meaningful
and successful differentiation. Assessment should occur before, during, and following
instruction. Assessments may be paper or electronic, formal or informal, including
interviews, surveys, performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective
instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the
varying needs, interests and abilities that exist in classrooms of diverse students.
20
As developing teachers, candidates will collaborate with inservice teachers on goal setting,
assessing and monitoring student performance, and communicating results. Candidates should
consult other specialists to assist in developing and varying instruction based on student needs.
Through this collaboration and reflection, each candidate will select a model lesson plan from the
unit that will be videotaped in the school setting. The complete unit plan and a written reflection of
the total experience will be required of each teacher candidate. The complete unit plan and a
written reflection of the total experience will be required of each teacher candidate. The unit will
be developed the semester prior to clinical practice and implemented during clinic practice. A
rubric will be developed for the unit and the written reflection.
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,
21
media players, GPS, etc.), networking tools, and social
networks. Technology will be used in getting students to
collaborate and solve problems and explore creative ways to
demonstrate learning.
4b.1.Collaborates with colleagues to monitor
student performance and make instruction
responsive to cultural differences and individual
learning needs.
candidates will collaborate with inservice teachers on goal
setting, assessing and monitoring student performance, and
communicating results; candidate must collaborate with
colleagues, developing teaching activities and products so that
all students in the classroom learn effectively regardless of
differences in ability
4c.1 Uses a variety of appropriate methods and
materials to meet the needs of all students.
Instruction may require varied tasks, supports, materials,
additional motivation, or adaptive/assistive equipment for
different students in the classroom.
4e.1 Integrates specific instruction that helps
students develop the ability to apply processes and
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.
22
#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and
Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,
and dispositions in practice.
This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.
Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1,
4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1
1. Name of Evidence: LEA/IHE Certification of Teaching Capacity
2. Specific directions and/or requirements for the evidence provided to the candidates
Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation
Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or
Accomplished Candidate. To be recommended for licensure, a candidate must demonstrate
professional performance at no less than the Proficient Candidate level on each element and on
each standard.
The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher
Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures
by the school district and the university to certify to the state that the preservice candidate has
demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/
Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate
must meet each of the descriptors identified in the Teaching Certification document to be
recommended for licensure as well as all other state and institutional requirements. The
candidate’s signature does not imply agreement with the ratings. The signatures of the
cooperating teacher, principal (or designee), and university supervisor verify the accuracy of and
agreement with the ratings on each descriptor.
3. N/A
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
23
university supervisor assesses the candidates at the clinical experience site and does three visits
with a final evaluation.
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate
Evaluation Rubric for interim observations and reports.
24
#5 Required- Positive Impact on Student Learning
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.
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.
25
The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina
Teaching Standards the 21st Century Skills that impact student learning. Candidates will evaluate
the progress of P-12 students using a variety of assessment data to measure attainment of goals
outlined in the North Carolina Standard Course of Study. Since the candidate will take the lead
in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and
demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom
(1a.1). By working closely with their methods instructor and cooperating teacher in developing
and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand
the value of collaborating with colleagues in planning, monitoring student performance and
making data driven instructional decisions that are responsive to an individual student’s learning
needs (4b.1).
Candidates’ comprehensive assessment plan, driven by data and integrating technology (for
example, ClassScape), will demonstrate P-12 student achievement of higher order of thinking.
Technology will be used as a tool to research, organize, evaluate and communicate
Information. P-12 student work must show that data are gathered from formative assessments,
ongoing, and summative assessments. Candidate must show that they used the data to reflect
upon the points in the assessment and learning process where specific students and groups of
students began to show evidence of growth or difficulty in their learning and where candidates
made modifications to impact positively the students’ learning. By utilizing on-going research
based teaching strategies, creating a variety of authentic assessments and utilizing formative and
summative assessment data available through ClassScape and at the assigned P-12 public school,
the candidate will be able to plan and scaffold instruction appropriate to meet the individual
instructional needs of their students, reflect on their practice on an on-going basis, re-teach,
group, regroup, provide supports and facilitate learning for all students regardless of their diverse
backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used
to analyze student learning and chart a course to improve student learning (4h.1, 5a.1).
Throughout the process of developing, implementing, and evaluating their comprehensive
assessment plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate
21st Century Skills through incorporating global awareness, technology integration, media
literacy, critical thinking, problem solving and collaboration. The Comprehensive Assessment
Plan must provide opportunities for student collaboration and innovation. The Comprehensive
Plan itself will require candidates to demonstrate their ability to utilize 21st Century technology
(i.e. ClassScape), to communicate and collaborate effectively with a team of University and P-12
school personnel including their cooperating teacher, cooperating principal and university
supervisor. The plan will require candidates to include content such as global awareness.
ClassScape, an online classroom-based assessment system, will enable pre-service teachers to
achieve and maintain curriculum/ instructional alignment, assist them with identifying and
remediating individual and class weaknesses, and help them to differentiate instruction for
students who demonstrate mastery. Candidates will integrate the flow of information from a wide
variety of sources, ask significant questions that clarify various points of view that lead to better
solutions, and reflect critically on learning experiences. Throughout the process, candidates must
articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts including digital technologies (computers, PDAs, media
players, GPS, etc.), networking tools and social networks (4h.2).
26
By focusing on learning progressions and supports, the candidate will be able to assess the
students’ progress toward meeting individual, grade level and graduation goals and attaining 21st
Century knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,
mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The
rubric will be developed during the 2009-2010 academic year.
27
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
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
28
practitioner is one of the six elements of the conceptual framework of the School of Education &
Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything
that we do. The Candidate Leadership Project must include reflective journaling that will
include a pre, interim, and post reflective paper (5b.1).
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.
29
D. The timeline for implementation.
The re-visioned plan will be submitted to a committee of representatives of the NC Professional
Teaching Standards Commission, the State Evaluation Committee on Teacher Education,
individuals who have been involved in the development of the specialty area standards and
Department of Public Instruction stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be
refined and presented to the various committees at the University for approval. Assignments,
course rubrics, syllabi materials and resources will be researched, revised and field tested during
the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century
themes and new standards are appropriate for achieving the North Carolina State Board of
Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence
during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher
education program are expected to graduate by the summer of 2012. Continuous program
assessment with LEA partners and program improvements will be on-going. A more detailed
timeline follows below:
Timeline for Implementation
S
U
09
S O N D J F M A M
SU
10
S O N D
Revise program
blueprint according to
DPI and partners’
feedback
*
*
*
*
*
Revise courses and
develop new courses
*
*
*
*
*
*
*
*
*
*
*
Apply for and receive
approval for new
courses from ECSU
required committees/
councils
*
*
*
Research and select
new course materials
*
*
*
*
*
*
*
*
*
*
*
With partners, create
rubrics for required
assignments
*
*
*
*
*
Pilot new required
assignments in current
courses
*
*
*
*
*
*
*
*
*
With partners, revise
assignments and
rubrics according to
*
*
*
*
*
*
*
30
lessons learned
With partners, select
student work to serve
as exemplars for major
evidences rubrics
*
*
*
*
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
Elizabeth City State University
Revisioning Changes
April 2010
Electronic Evidence 2 – Documentation of Learning
Clarification and specification were provided to detail each specialty area.
2
Elizabeth City State University
Birth-Kindergarten 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.
Part A – The Program
The goal of the Birth-Kindergarten Education Program at Elizabeth City State University is to
prepare 21st century professionals to teach and lead in the public and private early childhood
settings of today and the future. As we worked collaboratively to develop a new vision of early
childhood teacher education, we kept our focus on increasing rigor in and reducing barriers to the
profession. With the assistance of our LEA and community partners, we designed a rigorous and
flexible sequence of courses and experiences that are intended to ensure that candidates possess
the knowledge bases, skills, and dispositions necessary to teach and lead in all areas of early
childhood education.
3
1. How does the re-visioned program reflect the NC Standards for Teachers?
The Birth through Kindergarten Program reflects the NC Standards for Teachers by providing
opportunities for candidates to serve as classroom leaders and advocates for diverse students and
their families. Coursework, field observations, and experiences in early childhood settings
including public schools, private childcare programs and child service agencies will prepare
candidates to teach and facilitate services for children ages birth-five. The North Carolina
Professional Teaching Standards are incorporated throughout the program beginning with the
general studies requirements and ending with clinical practice.
2. How does the re-visioned program have 21st Century knowledge, skills, & dispositions
embedded?
The 21st Century knowledge, skills and dispositions are embedded throughout the educational
experience with specific courses serving as catalysts for global awareness, critical thinking, and
life skills. Global awareness will be addressed in GLBS 300: Introduction to Global Studies and
SPAN 101: Elementary Spanish. BUAD 115: Introduction to Business will teach candidates the
basic principles of business including globalization, entrepreneurial management, ethics and
diversity. Health and wellness issues will be discussed in a health concepts course, a college
speech course will provide opportunities to improve communication skills and an instructional
technology course will prepare candidates to use technology to learn content and skills.
3. How is the new (re-visioned) program different than the current program?
The re-visioned program is different from the current program in that it recognizes the needs of
the early childhood community as a whole rather than focusing primarily on preschool children
in public school settings. The re-visioned program reflects the fact that early childhood
educators work in a variety of settings and seeks to meet the needs of all early childhood
teachers. Teachers working in Head Start programs and More at Four programs in private
childcare facilities adhere to the same licensure requirements as public school pre-kindergarten
teachers. Early childhood educators may also work in community agencies serving young
children. To meet the needs of the early childhood community at large, the re-visioned program
will offer a bachelor’s degree in birth-kindergarten education with two tracks - teaching and non-
teaching. Knowledge of assessment, child development, and special needs is necessary for those
serving children in community agencies and non-public settings. The non-teaching track offers
educational opportunities for those working with young children in capacities other than
teaching.
For candidates pursuing a teaching degree, the new program is more flexible in its course
requirements. The current program does not offer electives to candidates unless Praxis I has been
passes prior to the second semester of the sophomore year. The re-visioned program offers
electives to prospective teachers to allow them to gain more of an understanding in particular
areas related to early childhood education. The new program also focuses on global awareness,
diversity, assessment, and collaboration. These areas must be understood by candidates to
effectively teach and advocate for children ages birth through five.
4
4. Why are the specific changes (revisions) being made?
Revisions are being made to the curriculum to better prepare candidates for a range of
opportunities in the early childhood field. The input of early childhood partners demonstrated a
need to combine, revise, or add courses to prepare candidates to teach in a variety of public and
private settings. Revisions were also made to address the new NC Professional Teaching
standards, Birth-Kindergarten Standards, and 21st Century standards.
5
Birth through Kindergarten Education
Specialty Area Courses (Teaching) – 35 Credit Hours
Current Proposed BKED 330 Educational Assessment of
Infants, Toddlers and
Preschoolers
3 BKED 330 Educational Assessment of
Infants, Toddlers and
Preschoolers
3
BKED 305 Language and Literacy Dev 3
BKED 454 Inclusive Preschool
Environments
3 BKED 454 Inclusive Preschool
Environments
3
HLTH 369 Principles of Nutrition 3 HLTH 369 Principles of Nutrition 3
EDUC 203 Intro to Instruct. Computer
Technology
3 * Included in General Studies
requirement
HIST 376 History of North Carolina 3
EDUC 349 Classroom Management
Techniques
3
MUS 227 Fundamentals of Music 1
MGNT 221 Principles of Management 3 BUAD 115 Introduction to Business 3
EDUC 202 Music and Art in the Classroom 2
SOWK 220 Human Diversity 3 SOWK 220 Human Diversity 3
SOC 401 The Family 3 SOC 401 The Family 3
HLTH 367 Health and First Aid 2 HLTH 367 Health and First Aid 2
BKED 460 Issues and Trends in Early
Childhood Education
3 BKED 460 Issues and Trends in Early
Childhood Education
3
BKED 475 Autism Spectrum and Related
Behavior Disorders
3 BKED 475 Autism Spectrum and Related
Behavior Disorders
3
BKED 301 Child Development I: Infants and
Toddlers
3
BKED 302 Child Development II: Preschool
and Kindergarten
3
BKED 402 Communication and
Collaboration with Families,
Educators, and Agencies
3
The Non-Teaching Track differs from the teaching track in the following ways:
1. The specialty courses focus on early childhood programs and policies in settings other than
public schools such as private childcare facilities and community agencies.
2. The professional courses do not include curriculum development for infants/toddlers and
preschool/kindergarten.
3. An additional business course is required to prepare graduates to operate private early
childhood facilities.
4. Two internships are required. One internship will take place in an early childhood program
outside of the public schools and the other will take place in a community agency.
6
Lateral Entry Course Requirements - 32 Credit Hours
Lateral entry candidates must complete the following courses:
BKED 301 – Child Development I: Infants and Toddlers (3)
BKED 302 – Child Development II: Preschool and Kindergarten (3)
SOC 401 – The Family (3)
BKED 330 – Educational Assessment of Infants, Toddlers, and Preschoolers (3)
BKED 402 – Communication and Collaboration with Families, Educators, and Agencies (3)
BKED 454 – Inclusive Preschool Environments (3)
BKED 325 – Infant and Toddler Curriculum Development and Practice (4)
BKED 420 – Preschool Curriculum Development and Practice (4)
BKED 475 – Autism Spectrum and Related Behavior Disorders (3)
SPED 370 – Positive Behavior Support (3)
Licensure-Only Course Requirements - 44 Credit Hours
Licensure-only candidates must complete all of the required courses for lateral entry plus
student teaching for a total of 44 credit hours.
BKED 301 – Child Development I: Infants and Toddlers (3)
BKED 302 – Child Development II: Preschool and Kindergarten (3)
SOC 401 – The Family (3)
BKED 330 – Educational Assessment of Infants, Toddlers, and Preschoolers (3)
Bked 402 – Communication and Collaboration with Families, Educators, and Agencies (3)
BKED 454 – Inclusive Preschool Environments (3)
BKED 325 – Infant and Toddler Curriculum Development and Practice (4)
BKED 420 – Preschool Curriculum Development and Practice (4)
BKED 475 – Autism Spectrum and Related Behavior Disorders (3)
7
SPED 370 – Positive Behavior Support (3)
BKED 480 – Seminar (P/F)
BKED 490 – Student Teaching (12)
Graduates of the Birth-Kindergarten non-teaching program must complete the following
requirements to obtain licensure:
1. Pass Praxis I.
2. Complete the following courses with a grade of C or higher (26 credit hours):
BKED 325 –Infant and Toddler Curriculum Development and Practice (4)
BKED 420 – Preschool Curriculum Development and Practice (4)
EDUC 309 –Literacy in the Elementary School (3)
SPED 370 – Positive Behavior Support (3)
BKED 480 – Seminar (P/F)
BKED 490 – Student Teaching (12)
Part B – Involvement of Public School Partners
1. How were the public school partners involved in the re-visioning of your specific
program?
The Elizabeth City State University Birth-Kindergarten Program values the professionalism and
expertise of our partners in the early childhood community. For this reason, we invited various
stakeholders to participate in this process. Representatives from LEAs, community agencies,
private childcare, and federal programs were invited to serve on the re-visioning committee. At
our first re-visioning meeting, the following areas of concern were identified: 1) the need to
incorporate more courses focused on infant/toddler curriculum and development and 2) a lack of
service learning opportunities in preschool settings. Additional needs were expressed during a
second re-visioning meeting. Needs expressed include: 1) training in childcare regulations,
licensing, and rating scales, 2) additional courses to address the kindergarten curriculum, 3)
effective communication and collaboration with families and agencies, 4) documentation, record-
keeping, and preparation of reports, 5) an awareness of early intervention, characteristics of
disabilities, and support services available for infants, toddlers, and preschoolers, 6) candidates
should have an opportunity to complete internships in settings other than public schools since
8
services for children ages birth-five are provided in a variety of early childhood settings, and 7) a
need for a Spanish class to promote communications with Spanish-speaking children and
families in the counties served by the university. These areas of concern were prioritized
throughout the planning process and the result is a Birth-Kindergarten program that offers a
teaching and non-teaching track. The graduates of the non-teaching program desiring to obtain
birth-kindergarten certification must pass Praxis I and complete 29 additional hours of
coursework which includes 17 credit hours of coursework and 12 credit hours of student
teaching.
2. How will the public school partners be involved in the delivery of the program?
Early childhood partners will be involved in the delivery of the program by providing facilities in
which candidates can complete field studies/observations as well as through committee meetings
held each semester. Partners will have an opportunity to review course syllabi and offer
suggestions each semester.
3. How will public school partners be involved in the evaluation of the program?
Early childhood partners will be able to provide feedback to the program coordinator whenever a
concern arises. Partner will also be involved in the evaluation of the program through regularly
scheduled committee meetings held each semester. Student grades, performance in clinical
settings and other issues related to the curriculum will be discussed during the meetings.
9
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 -
Comparative Case
Study
Candidates will design a culminating project
that is a research application in the early
childhood specialty area. The project must
reflect a synthesis of the depth of
understanding and application of content
knowledge.
Required: 3b.1
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 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.
10
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
11
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
12
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
#1 #2 #3 #4 #5 #6 #7 #8
13
NORTH CAROLINA TEACHER STANDARD
KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
special needs.
#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
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
14
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
15
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
16
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
17
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
BKED 330 Educational Assessment of Infants, Toddlers and Preschoolers 3
BKED 454 Inclusive Preschool Environments 3
HLTH 369 Principles of Nutrition 3
SOWK 220 Human Diversity 3
SOC 401 The Family 3
HLTH 367 Health and First Aid 2
BKED 460 Issues and Trends in Early Childhood Education 3
BKED 475 Autism Spectrum and Related Behavior Disorders 3
BKED 301 Child Development I: Infants and Toddlers 3
BKED 302 Child Development II: Preschool and Kindergarten 3
BKED 402 Communication and Collaboration with Families, Educators, and Agencies 3
TOTAL 32
18
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.
19
#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.
1. Name of Evidence: Comparative Case Study: Ecological Systems Theory
2. Specific directions and/or requirements for the evidence provided to the candidates
Candidates will demonstrate depth of understanding and application of the Ecological Systems
Theory (EST) through the completion of a comparative case study of two children. The
developmental impact of all areas of the ecological theory will be addressed as candidates
examine microsystems, mesosystems, exosystems, macrosystems, and chronosystems.
Candidates will document developmental impact over a period of one semester using
observation, teacher and parent interviews, and assessment data.
The foundation for the case study will be built as the Ecological Systems Theory is addressed in
BKED 301 and 302, Child Growth and Development I and II, BKED 330 - Educational
Assessment of Infants, Toddlers, and Preschoolers, and BKED 335 - Communication and
Collaboration in Schools and Communities. The actual case study will be completed in BKED
454 - Inclusive Preschool Environments.
Depth of understanding and application of the Ecological Systems Theory will be displayed as
candidates integrate knowledge of child development theories, observation, assessment, and
analysis during the case study process. Candidates will interact with families and communities as
they conduct the EST case study, and will foster relationships with families and community
support as candidates complete the Evidence. Depth of content knowledge will be demonstrated
through a rating of acceptable or target on the attached rubric.
Specific Directions Provided to the Candidates
Depth of understanding and application of birth-kindergarten content knowledge will be
demonstrated as candidates conduct a comparative case study based on the Ecological Systems
Theory. Candidates will develop a comparative case study of two children in relationship to their
family members and other influences within the ecological system. During the case study
process, candidates will acquire an awareness of family strengths, needs, and resources.
Candidates will also describe relationships across systems, focusing on how each system impacts
development. Multiple methods will be used to gather data including teacher interviews, parent
interviews, observation, and formal/informal assessment. Depth of understanding will be
assessed through a written analysis of the case study as well as an oral presentation. The
following assignments will be completed prior to the case study:
1. Candidates will create a journal of developmental theories addressing social, emotional,
cognitive, and physical development of children ages birth-five, with an emphasis on the
Ecological Systems Theory. (BKED 301 and 302)
2. Candidates will conduct formal and informal observation and assessment, and will
explore the impact of outside influences on development. (BKED 330)
20
3. Candidates will establish relationships with parents and the community, and will
select/identify children for the case study. Micro- and mesosystem analysis will occur.
(BKED 335)
In BKED 454, candidates will conduct an Ecological Systems Theory Case Study involving two
children, which synthesizes the content knowledge of early childhood education, specifically,
Birth through Kindergarten. This culminating project will include the following:
4. A written case study comparing the developmental impact of microsystems,
mesosystems, exosystems, macrosystems, and chronosystems will be completed. (BKED
454)
5. The case study will be presented orally to a group of peers, faculty, and early childhood
partners. The oral presentation will include a form of technology selected by the
candidate.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II
This project will demonstrate depth of knowledge (3b1) in the Birth to Kindergarten specialty
area by addressing Standard 1: BK teacher candidates have a comprehensive knowledge of
typical as well as atypical patterns of child development and Standard 4: BK teacher candidates
use authentic, ongoing assessment of children’s abilities to plan, implement, and evaluate
programs that build upon each child’s unique strengths. The evidence addresses candidate depth
of understanding and application of content knowledge by providing an opportunity for
candidates to compare developmental levels of children with and without disabilities.
4. How the evidence is/will be evaluated by the institution
The evidence will be evaluated using the attached rubric. The case study will be presented to a
group of peers, faculty, and early childhood partners both as a written case study report and as an
oral presentation. Each project will be evaluated by at least two different experts including
faculty and early childhood partners to ensure fair and equitable evaluation of all candidate work.
This participation of various stakeholders will also provide opportunities for programmatic
change, as necessary.
21
#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions:
Evidence that demonstrates effective design of
classroom instruction based on research-verified practice.
It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1,
4d.1, 4e.1, 4f.1, 5c.1.
Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is
designed to meet the individual instruction needs of student in a heterogeneous classroom. The
specialty area unit plan may contain individual content lessons as well as integrated content
lessons (for example, music and social studies). The candidate must collaborate with colleagues
in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks
for the grade or course and determine a focus for the unit. The instructional plans within the unit
will be differentiated to show how candidates provide students with different avenues to
acquiring the designated content; to processing, constructing, or making sense of ideas; to
developing teaching activities and products so that all students in the classroom learn effectively
regardless of differences in ability; and to incorporate group input and feedback into the work as
teams collaborate and cooperate. Candidates’ units must include some essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by
degree of complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive
and globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and
integrate knowledge, and practice, review, and apply knowledge. Instruction may require
varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment
for different students in the classroom.
On-going assessment of student readiness and growth must be included for meaningful
and successful differentiation. Assessment should occur before, during, and following
instruction. Assessments may be paper or electronic, formal or informal, including
interviews, surveys, performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective
instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the
varying needs, interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting,
assessing and monitoring student performance, and communicating results. Candidates should
consult other specialists 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
22
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
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 Instruction may require varied tasks, supports, materials,
23
materials to meet the needs of all students. 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.
24
#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
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.
25
#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.
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
26
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).
By focusing on learning progressions and supports, the candidate will be able to assess the
students’ progress toward meeting individual, grade level and graduation goals and attaining 21st
Century knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,
mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The
rubric will be developed during the 2009-2010 academic year.
27
#6 Required-- Leadership and Collaboration Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman
Seminar. Research for their Candidate Leadership Project will begin in Multicultural
Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model,
candidates will design and implement a project as an apprentice to and in collaboration with their
advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need
identified in the selected school’s School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of
Ethics” and Standards for professional conduct, all leadership projects must be approved by a
Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to
implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II.
Candidate will be required to engage in collaborative and collegial professional learning
activities in understanding and evaluating the critical elements of the selected school’s school
improvement plan in order to determine what the needs are from the outset of the project (1b.1,
1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities
further as he/she selects an area of need and develops and implements an improvement plan for
ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is
identified in the selected school’s improvement plan and must be data driven. Data must also be
used throughout the project in order to validate that the selected intervention project for meeting
the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require
professional development on an on-going basis - prior to the development of the project, during
the development and implementation of the project and at the end of the project. The
professional development will begin with an overview of the school improvement planning
process and will be conducted by personnel from the selected school. During their field
experience, candidates will be required to become engaged in the school improvement process.
On-going professional development will be conducted collaboratively by ECSU faculty and LEA
personnel (1c.2). The Candidate Leadership Project will require involvement of the students’
families from the outset. Parental permission must be obtained for the project and the project
must include a component for collaborating with families (2e.1). Becoming a reflective
practitioner is one of the six elements of the conceptual framework of the School of Education &
Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything
28
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.
Comparative Case Study Rubric
Written Report
Unacceptable Acceptable Target
Data Selects only one or
two methods to gather
data
Uses at least three
methods to gather data
including teacher/parent
interviews, observation,
and informal/formal
assessment
Gathers data using four or
more methods including
teacher/parent interviews,
observation, and
informal/formal
assessment
Observation
Hours
Spends less than 20
hours observing child
and gathering data
Spends at least 20 hours
observing child and
gathering data
Spends more than 20
hours observing child and
gathering data
Developmental
domains
Documents
developmental impact
of EST in one or two
domains
Describes
development in each
area in two to three
sentences
Documents development
in physical, social,
emotional, and cognitive
domains
Provides detailed
descriptions of each
developmental area , that
demonstrates deep
conceptual understanding.
Documents development
in physical, social,
emotional, and cognitive
domains
Describes each
developmental area in
great detail and provides
specific examples.
Shows a level of
conceptual understanding
that exceeds the
expectation for
undergraduate education.
Analysis Fails to show how
levels of EST are
Shows how levels of EST
are interrelated
Clearly presents the
interrelatedness of the
levels of EST and its
29
interrelated
Does not explain how
environment impacts
development
Explains how levels of
EST impacts
development
Compares and contrasts
development of the two
children using child
development theories
and/or data collected for
each child
impact on development
Analyses demonstrates
independent, synthetic,
and/or integrative thought
and shows unique insight
into the development of
children in the context of
their lives.
Writing Major grammatical,
spelling, or
punctuation errors
Lack of clarity or
cohesiveness in
writing
Minimal grammatical,
spelling, or punctuation
errors
Writing is clear and
cohesive
Logical connections
among concepts
Writing meets acceptable
level plus :
Provides vivid
descriptions
Well developed sentences
Presentation of Case Study
Content
Omits relevant
information
concerning typical
patterns of
development and
levels of EST
Does not present
analysis of data
Does not reflect upon
case study experience
Clearly and
comprehensively presents
relationship between
developments and EST
Reflects upon experience
and shares how it will
impact future experiences
in early childhood
settings
Meets acceptable level
plus helps audience
understand what is
considered typical and
atypical development
Format Presentation is
difficult to follow
Does not engage
audience
Does not include
resources or materials
Presentation can be easily
followed
Engages audience
Includes resources or
materials (handouts)
Meets acceptable level
plus elicits audience
participation in the
presentation
Technology Does not use
technology in the
presentation
Uses technology to
present content (power
point, video conference,
etc.)
Uses more than one form
of technology (power
point, video conference,
etc.)
30
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
student work to serve
as exemplars for major
evidences rubrics
*
*
*
*
Utilize continuous
31
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
* * * * * * * * * * * * * *
Begin full
implementation of
approved program
*
*
*
*
1
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).
2
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.
3
Once given the task to review the current course requirements, the elementary education
faculty immediately began a discussion about the current program and how the current
courses aligned to the “new” North Carolina Standards for Teaching and 21st century
knowledge skills and dispositions. The current program provides professional education
courses for students wanting to major in elementary education. The elementary program
prepares students to teach kindergarten through sixth grade. A minimum of 124 semester
hours are required to complete the program and elementary majors are required to
complete a total of sixty hours of field experience in a public school classroom setting.
The first step in the revisioning process was to invite community partners to the
university to explain the revisioning and ask their assistance with the task. After a
committee was formulated surveys were developed and focus group meetings were
planned with groups that represented elementary schools, elementary teachers,
undergraduate students, graduate students, student teachers, cooperating teachers and
parents. Each focus group began with an overview of the current data and the new NC
Standards for 21st Century Learning and the North Carolina State Board of Education’s
mission which provided background information for each focus group.
The final analysis of the surveys and focus group discussions validated the need for
changes in the elementary education program. The results suggested a need for additional
reading and language arts courses to include all aspects of communication listening,
speaking, viewing, reading, thinking and writing. It was also apparent that additional
time is needed for mathematics and the courses needed realignment to provide more time
on mathematical conventions to increase student’s knowledge and understandings.
In the current program, students are provided a science course option of either physical
science or biological science. In the new program, students are required to take
biology/Lab and physical science/Lab or geological science/Lab. To address the civic
competence of the new standards, geography was added to meet the new teaching
standards for social studies. Technology and assessment components were added to each
methods course and an additional course for assessment and measurement is proposed.
Other changes include a course in Positive Behavior Management, which is the adopted
method of classroom management for the state of North Carolina.
The matrix below demonstrates how the current program is different from the proposed
program.
B.S. ED. Degree in Elementary Education K-6
General Education Core
46 Credit Hours Current Proposed
GE 102 English Comp and Grammar 3 GE 102 English Comp and Grammar 3
GE 103 English Comp and Vocabulary 3 GE 103 English Comp and Vocabulary 3
GE 201
World Literature I 3 GE 201
SPAN 101
World Literature I
Spanish
3
3
EDUC 203 Introduction to Computers… 3 EDUC 203 Instructional Technology
3
MATH
121
Number Systems and Algebra 3 MATH 121 Number Sense, Numerical
Operations and Algebraic
Thinking
3
MATH Geometry and Data Analysis 3 MATH 122 Spatial Sense, Measurement and 3
4
122 Geometry
GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1
GE 155 /L Principles of Biology 4
GE Natural Sciences and Math 4 GE 158/L
GE152/L
Principles of Geological Science
Or Principles of Physical Science
4
GE 140 World Civilization I 3 GE 140 World Civilization I 3
GE 141 World Civilization II 3
GE 142 Intro to Geography 3
GE PE PE Activities 2 GE 363 Group Games and Rhythms 1
GE Fine Arts and Communication 2
2
GE
SPCH 214
Fine Arts and Communication
College Speech
2
2
GE 185 Health Concepts 2 GE 185 Health Concepts 2
PSY 212 Intro to Psychology 3 PSY 212 Intro to Psychology 3
46
hrs
Specialty Area Course Requirements
19 credit hours Current Proposed
EDUC 201 Foundations of Education 3 EDUC 210 PS I Introduction to Education 3
EDUC 202 Music and Art in the
Classroom
2 EDUC 202
Music and Art in the Elementary
Classroom
2
POLS 301 American National
Government
3
HIST 376 History of North Carolina 3
PE 363 Group Games and Rhythms 1 PE 363 Group Games and Rhythms
ENGL 319 Children’s Literature 3
EDUC 220 Sophomore Seminar P/F EDUC 199
EDUC 200
Pre-Professional Studies I
Pre-Professional Studies II
2
1
EDUC 349 Classroom Management
Techniques
3 SPED 370 Introduction to Positive Behavior
Support
3
MUS 227 Fundamentals of Music 1
EDUC 225 Explorations in Mathematics 3
EDUC 250 Introduction to Reading 3
HLTH 373 Health in the Elementary
School
2 HLTH 373 Health in the Elementary School 2
21 19
Professional Core Courses
42 Credit Hours Current Proposed
EDUC 479 Multicultural Education 3 EDUC 310 PS II : Special Educ and Diverse
Learners
3
READ 310 Teaching Reading and
Language Arts in the
Elementary School
3 ELEM 300
Reading and Language Arts
3
READ 320 Reading in the Content Areas 3 EDUC 350 Intermediate and Content Reading 3
SPED 346 Introduction to Special
Education
3
5
EDUC 413 Instructional Methods in the
Elementary Curriculum
3 EDUC 410 PS IV: Instructional Methods and
Leadership
3
EDUC 431 Mathematics Methods 3 EDUC 430 Mathematics Method in the
Inclusive Class
3
EDUC 434 Science Methods 3 ELEM 395 Science Methods in the Inclusive
Class
3
EDUC 436 Social Studies Methods 3 ELEM 390 Social Studies Methods in the
Inclusive Class
3
EDUC 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
42 42
B. How public school partners were involved in the re-visioning of the program and how they
will be involved in the delivery and evaluation of the program.
Public School partners involved in the process and evaluation of the program represent
the Northeastern Counties of North Carolina. Schools partners attended the elementary
re-visioning committee meetings and provided input to the re-visioning process. The
partners and focus group members represented a broad range of elementary classroom
teachers K-6, elementary principals, assistant principals, cooperating teachers, parents
and ECSU graduates and undergraduates participated in the elementary re-visioning
process.
The LEA partners reviewed the current course requirements and the purposed courses
requirements for elementary education on three different occasions before the final draft
was submitted to administration for review prior to the DPI submission.
The proposed changes were made to produce elementary teacher candidates who are
prepared to execute the North Carolina State Board of Education’s mission of ensuring
that one hundred percent of public school students graduate from high school and are
globally competitive for work and/or higher education ECSU elementary teacher
candidates must graduate as 21st Century Educators to complete the mission of The North
Carolina State Board of Education. The Elementary Re-visioning Committee will
reconvene once feedback and approval is received from the North Carolina State Re-
visioning Review Team.
6
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
7
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
8
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
9
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
10
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
11
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
12
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
13
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
14
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
15
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.
16
#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.
17
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and
II.
The Reading Research Project is an in-depth study that reflects a synthesis of the depth of
understanding and application of content knowledge. This project will demonstrate depth of
knowledge (3b1) in the Elementary Education specialty area of reading acquisition and
development.
This project will also meet the following Specialty Area Standards: Standard 1: Elementary
grades teacher candidates have the knowledge and understanding of language and how language is
used to develop effective communication in listening, speaking, viewing, reading, thinking, and
writing. Specifically, it addresses 1A: the function, influence and the diversity of language; 1C:
foundations of reading; and 1D: reading processes through a wide range of text.
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.
18
#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
19
experience will be required of each teacher candidate. The complete unit plan and a written
reflection of the total experience will be required of each teacher candidate. The unit will be
developed the semester prior to Senior year during field experience. A rubric will be developed for
the unit and the written reflection.
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
20
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.
21
#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.
22
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
24
implementing the “Comprehensive Assessment Plan,” candidates will experience firsthand the
value of collaborating with colleagues in planning, monitoring student performance and making
data driven instructional decisions that are responsive to an individual student’s learning needs
(4b.1).
Candidates’ comprehensive assessment plan, driven by data and integrating technology will
demonstrate P-12 student achievement of higher order of thinking. Technology will be used as a
tool to research, organize, evaluate and communicate information. P-12 student work must show
that data are gathered from formative assessments, ongoing, and summative assessments.
Candidate must show that they used the data to reflect upon the points in the assessment and
learning process where specific students and groups of students began to show evidence of growth
or difficulty in their learning and where candidates made modifications to impact positively the
students’ learning. By utilizing on-going research based teaching strategies, creating a variety of
authentic assessments and utilizing formative and summative assessment data available the
candidate will be able to plan and scaffold instruction appropriate to meet the individual
instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group,
regroup, provide supports and facilitate learning for all students regardless of their diverse
backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to
analyze student learning and chart a course to improve student learning (4h.1, 5a.1).
Throughout the process of developing, implementing, and evaluating their Comprehensive
Assessment Plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate
21st Century Skills through incorporating global awareness, technology integration, media literacy,
critical thinking, problem solving and collaboration. The Comprehensive Assessment Plan must
provide opportunities for student collaboration and innovation. The Comprehensive Assessment
Plan will require candidates to demonstrate their ability to utilize 21st Century technology to
communicate and collaborate effectively with a team of University and P-12 school personnel
including their cooperating teacher, cooperating principal and university supervisor. Candidates
will integrate information from a wide variety of sources, ask significant questions that clarify
various points of view that lead to better solutions, and reflect critically on learning experiences.
Throughout the process, candidates must articulate thoughts and ideas effectively using oral,
written and nonverbal communication skills in a variety of forms and contexts including digital
technologies (computers, PDAs, media players, GPS, etc.), networking tools and social networks
(4h.2).
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.
25
#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
26
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.
27
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.
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).
2
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
3
Specialty Standards, 21st Century Framework knowledge, skills and dispositions and
changes recommended by Local Educational Agencies (LEAs).
Driven by the North Carolina State Board of Education’s mission and the standards
referenced above, in re-visioning, we focused on the need for deep content knowledge and
pedagogical skills that will enable candidates to meet the needs of a wide range of diverse
learners.
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.
4
The candidates will develop skill in organizing and budgeting to create a successful high
school English Education program. Special emphasis will be placed on candidates remaining
current in theoretical research and research validated practices.
All of the North Carolina Professional Educator Standards, as well as the English Curriculum
Standards are addressed throughout the program. In addition, the program has the following
emphases:
I. Incorporate technology throughout methods courses
II. Provide additional literacy courses
III. Focus on research-validated strategies across all subject areas for students with mild
disabilities educated in inclusive settings.
IV. Provide systematic opportunities to implement research-validated strategies in K-12
settings throughout the program of study
V. Provide opportunities for special education candidates to work collaboratively with
candidates in other licensure areas (especially B-K, Elementary and Middle Grades)
VI. Include the following Programmatic Themes throughout all coursework and
experiences:
a. The NC Standard Course of Study
b. 21st Century Skills
c. CEC Standards
d. Research-validated Teaching Strategies
e. Learning Strategies Across the Curriculum
f. Data-based Decision Making
The incorporation of these new standards in the English Education curriculum will aid in
producing a much better prepared candidate. With the emphasis on these five new specialty,
standards the candidate will be able to address the emerging needs and concerns of students
from the new millennium. Candidate will be more cognizant of art theory and be more
visually articulate and better able to relate to and address the arts from a more informed
multi-faceted universal perspective.
Social Studies Concentration
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
5
GE 155 L Natural Sciences and Math 4 GE 152 OR
155 L
Principles of Biological Science
OR Principles of Physical Science
4
GE 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
6
ENGLISH MAJOR, MINOR SECONDARY EDUCATION
CURRENT PROPOSED
ENGL 300 Traditional Grammar 3 ENGL 300 Traditional Grammar 3
ENGL 301 English Literature I 3 ENGL 301 English Literature I 3
ENGL 302 English Literature II 3 ENGL 302 English Literature II 3
ENGL 305 American Literature I 3 ENGL 305 American Literature I 3
ENGL 306 American Literature II 3 ENGL 306 American Literature II 3
ENGL 317 Advanced Composition 3 ENGL 317 Advanced Composition 3
ENGL 322 Advanced English
Grammar
3 ENGL 322 Advanced English Grammar 3
ENGL 327 History of English
Language
3 ENGL 327 History of English Language 3
ENGL 425 Shakespeare 3 ENGL 425 Shakespeare 3
ENGL 430 English Novel 3 ENGL 430 English Novel 3
ENGL 475 Literary Criticism 3 ENGL 475 Literary Criticism 3
ENGL 490 Career Planning Seminar 1 ENGL 490 Career Planning Seminar 1
TOTAL 34 34
RESTRICTED ELECTIVES IN ENGLISH (6 Credits)
OPEN 3 OPEN 3
OPEN 3 OPEN 3
TOTAL 6 6
Related Courses (6 Credits in Two Consecutive Courses))
SPAN 101
OR FREN
101
Elementary Spanish I OR
Elementary French I
3 SPAN 101 OR
FREN 101
Elementary Spanish I OR
Elementary French I
3
SPAN 102
OR FREN
102
Intermediate Spanish II OR
Intermediate French II
3 SPAN 102 OR
FREN 102
Intermediate Spanish II OR
Intermediate French II
3
TOTAL 6 6
TOTAL
DEGREE
124 125
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
7
were negligible but face-to-face sessions were more productive. Most of the area English
teachers are graduates of ECSU’s English program. This fact gave them insight from both sides
of the issue; therefore, they have a unique perspective of candidates’ needs. The teachers will be
asked to make recommendations as they see fit in terms of how the university and the public
schools might best collaborate to strengthen the program. Results from the group discussions and
surveys were reviewed by the re-visioning team along with the New Professional Teacher
Standards, specialty standards approved for Middle Grades English by the North Carolina State
Board of Education in January 2009, 21st themes and the 21
st Century Educator’s model were
used to structure the proposed, revised Secondary English Education Program.
After feedback is received from the North Carolina State Review teams this fall, the re-visioning
team will continue to revise and field test the proposed program. We will continue to obtain
evaluative input from school leaders and practitioners and from our community partners.
8
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.
9
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
10
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
11
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
12
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
13
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
21
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
22
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.
23
#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
24
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.
25
#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.
26
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).
27
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.
28
#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 &
29
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.
30
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
*
*
*
*
*
*
*
31
lessons learned
With partners, select
student work to serve
as exemplars for major
evidences rubrics
*
*
*
*
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
Elizabeth City State University
Revisioning Changes
June 2010
Electronic Evidence 1 – Content Knowledge
Clarification is provided about the minimum courses required for all candidates to take,
including transfer students and licensure only candidates.
Electronic Evidence 5 – Comprehensive Assessment Plan
Reference to ClassScape as a requirement is removed in order to provide program and candidate
flexibility in the use of appropriate assessment systems.
2
Elizabeth City State University
Special 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 goal of the Special Education Program at Elizabeth City State University is to prepare 21st century
teachers to teach in the public schools of today and the future. We recognize the myriad skills and
knowledge bases that candidates will need to possess to effectively prepare K-12 students to become
successful 21st century citizens. As we have worked collaboratively to develop a new vision of teacher
education, we have kept our focus on increasing rigor in and reducing barriers to the profession. With
the assistance of our LEA partners and the input of our candidates, we have designed a rigorous
sequence of courses and experiences that are intended to ensure that candidates possess these necessary
knowledge bases, skills, and dispositions, and that provide support for candidates to develop and learn.
However, we acknowledge that not all candidates will need to go through the same sequence of
experiences and have incorporated flexibility into our program.
In general, the Special Education Program at Elizabeth City State University prepares three types of
candidates for licensure: undergraduate degree-seeking candidates, licensure-only candidates, and lateral
entry candidates. In this document, we have included information about each of the three programs of
study. Briefly, they are:
I. Undergraduate degree-seeking candidates
a. 124 hours for graduation
b. 47 hours of general education
c. 53 hours in the major
d. 24 hours of elective courses: electives should be selected with the approval of the
advisor, and should focus on either a content area or an additional licensure area
3
II. Licensure-only candidates
a. 45 hours of specialty and professional courses (includes student teaching)
b. Opportunity to apply to “test out” of required courses by submitting evidences that
candidates already possess the necessary knowledge, skills, and dispositions
c. Course work can be completed in one year, with an additional semester for student
teaching.
III. Lateral entry candidates
a. 33 hours of specialty and professional courses (does not include student teaching)
b. Opportunity to apply to “test out” of required courses by submitting evidences that
candidates already possess the necessary knowledge, skills, and dispositions
c. Program can be completed in one year.
All of the North Carolina Professional Educator Standards, as well as the Special Education: General
Curriculum Standards are addressed throughout the program. In addition, the program has the following
emphases:
I. Incorporate technology throughout methods courses
II. Provide additional literacy courses
III. Focus on research-validated strategies across all subject areas for students with mild
disabilities educated in inclusive settings.
IV. Provide systematic opportunities to implement research-validated strategies in K-12 settings
throughout the program of study
V. Provide opportunities for special education candidates to work collaboratively with
candidates in other licensure areas (especially B-K, Elementary and Middle Grades)
VI. Include the following Programmatic Themes throughout all coursework and experiences:
a. The NC Standard Course of Study
b. 21st Century Skills
c. CEC Standards
d. Research-validated Teaching Strategies
e. Learning Strategies Across the Curriculum
f. Data-based Decision Making
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.
REVISIONED PROGRAM
The Partnership for 21st Century Skills has identified critical thinking, problem solving, computer and
technology skills, social skills, teamwork, innovation, and creativity as important educational outcomes.
Future-ready students must have a well-developed set of technology skills that can be flexibly utilized
4
for a variety of purposes if they are to contribute effectively to their communities. Additional areas of
required technological competence for candidates for the license in Special Education: General
Curriculum are utilizing technology to enhance teacher and program efficiency and understanding and
utilizing adaptive technology for K-12 learners. In addition, communicating effectively, collaborating
with others, and evaluating information and ideas will be essential. Instructional experiences will be
designed to ensure that candidates have opportunities to develop and flexibly implement these critical
knowledge and skills.
Program Changes in Courses
New Course
Requirements
Cr. Old Course
Requirements
Cr. Changes and Rationale Intended
Candidates
Foundations of
Multicultural
Education
3
Foundations of
Education
3 The new course will inc. some
foundations, some diversity
issues, lesson planning, LiveText,
and observation
Degree-
seeking
Learning and
Assessment
3 Educational
Psychology
3 The content of the two courses
overlaps and can be addressed and
focused through one course
Degree-
seeking
Developmental
Psychology
3
Introduction to
Comp. Instr. Tech.
3 Introduction to
Comp. Instr. Tech.
3 None Degree-
seeking
Introduction to
Special Education
and Diverse
Learners
3 Introduction to
Special Education
3 Include a mandatory observation;
shift focus towards research-
validated instructional strategies;
increase emphasis on culturally-
diverse learners
All
Assessing and
Teaching Beginning
Reading
3 Assessing and
Teaching Reading
3 Splits the reading content into two
courses spread out over the
academic year, and provides
additional opportunities to
develop expertise
All
Assessing and
Teaching
Intermediate
Reading
2 All/
Optional
Reading Practicum 2 Practicum I 2 Co-requisite of one reading course
(Degree-seeking and LO must
take with beginning reading; LE
can take with either reading,
according to current teaching
assignment)
All
Assessment 3 Assessment 3 No change All
Introduction to
Positive Behavior
Support
3 Implementing
Positive Behavior
Support Systems
3 Split course in order to provide
additional opportunities to
develop and implement expertise
All
Implementing
Positive Behavior
Support
2
Methods of Social
Studies in Inclusive
Settings
2 None To develop additional expertise in
teaching in differentiated settings
utilizing big ideas
All/
Optional
5
Methods of Science
in Inclusive Settings
2 None To develop additional expertise in
teaching in differentiated settings
utilizing big ideas
All/ Optional
Assessing and
Teaching Math to
Students with Mild
Disabilities
2 Learning Strategies
in Mathematics and
Writing
3
Splits the content into two courses
that spread out over the academic
year, and provides additional
opportunities to develop expertise
All
Assessing and
Teaching Writing to
Students with Mild
Disabilities
2 All/
Optional
Mathematics
Practicum
2 Practicum II 2 Co-requisite of Teaching Math All
Methods of
Management and
Organization
2 Methods in
Inclusion
Classrooms
4 Additional methods courses were
added, allowing this course to
focus on issues related to
management and organization of
the SPED learning environment
All
Secondary
Practicum
2 Practicum II 2 Co-requisite of Meth. of Man. &
Org.
All
Advocacy and
Collaboration
2 None This course is designed to assist
candidates to develop the
communication and leadership
skills that they will need to
successfully advocate for and
serve diverse learners and their
families who struggle to access
the general curriculum. A special
focus is on transition services for
learners age 14 and up.
All
Student Teaching 12 Student Teaching 12 None Degree-
seeking and
Licensure
Only
None Multicultural
Education
3 Issues of diversity are addressed
throughout the program
Senior Capstone
Seminar
2 Senior Seminar P/F Content of course is changed to
provide an opportunity for
candidates to work on
portfolios/evidences
Elective
Specialty and professional hours required for Degree Seeking: 53
Specialty and professional hours required for Licensure Only: 45
Specialty and professional hours required for Lateral Entry: 33
Additional Changes:
1. Upon application to the program, licensure-only and lateral entry candidates will take placement
tests to determine background knowledge in the content areas of reading, writing, and
mathematics. (Degree-seeking candidates will submit appropriate PRAXIS I scores in lieu of
6
additional testing.) Candidates with significant deficiencies will be required to take additional
GE courses. RATIONALE: Current program data indicates that licensure-only candidates may
struggle with content knowledge.
2. Transfer students, licensure-only and lateral entry candidates may apply to be exempt from up to
5 required courses if they believe they already possess the knowledge, skills, and dispositions
associated with that course. RATIONALE: Some candidates enter the program with advanced
knowledge, skills, and dispositions. These candidates do not need to take course work designed
to help them develop skills they already possess.
a. Given the course descriptions, outcomes, assignments and associated evidences, along
with the scoring rubrics, candidates will independently complete the required
assignments and any DPI evidences that are associated with the course.
b. Candidates will submit their work, an application, and an application fee to the program.
c. Faculty and LEA partners will evaluate the quality of the work to determine whether it
meets the minimally accepted standards. (LEA partners will receive a stipend for the
evaluation.)
d. Candidates will be notified whether their application for exemption from the course
requirement was accepted.
3. LEA partners will assist in the evaluation of five major candidate evidences (excludes
transcripts). RATIONALE: LEA partners provide a valuable perspective regarding the
competencies of candidates and whether those competencies are sufficient to meet the needs of
K-12 learners.
4. Prior to student teaching, candidates will take the PRAXIS II Test: Fundamental Subjects:
Content Knowledge. Candidates who do not pass the test will be advised to undertake additional
study in core content areas, including additional GE courses as appropriate. RATIONALE: This
required PRAXIS test assesses core content knowledge that is appropriately acquired through a
broad-based liberal arts education. Candidates enter the program with various levels of
background knowledge. GE courses provide the best opportunity for candidates who lack the
background knowledge to obtain it. Because student teaching should be the culminating
experience, assessment of these skills should occur prior to student teaching.
7
LEA INVOLVEMENT
The Elizabeth City State University Special Education: General Curriculum Program values the
professionalism and expertise of our LEA partners. For this reason, we invited various LEA
stakeholders to participate in this process. Representatives from the Elizabeth City-Pasquotank County,
Dare County, and Gates County Public Schools accepted our invitation. At our first Revisioning
meeting, LEA partners shared their needs and concerns in the area of special education teacher
preparation. The following areas of concern were identified: 1) the research to practice gap, and the
need to ensure that candidates implement research-validated strategies in K12 classrooms, 2) knowledge
of and skills related to effective collaboration, 3) knowledge and skills related to IEP forms and
meetings, record-keeping, and transition, 4) effective problem-solving skills and better use of data, and
5) knowledge of research-based strategies especially as relates to Responsiveness to Intervention. These
areas of concern were prioritized throughout the planning process and courses were designed to address
these concerns. LEA partners reviewed a draft of the course changes and made suggestions for
improvement. These suggestions were accepted. LEA partners were invited to attend the re-visioning
“webinars” held by DPI, but were unable to do so. Proposed evidences for the DPI “buckets” were
presented to LEA partners for comments and feedback.
LEA partners will continue to be involved in the re-visioned program by serving on the teams that
evaluate candidate final evidences and that evaluate candidate applications for exemption from required
courses.
Other relevant stakeholders include current candidates, program completers, and parents/families of
students with exceptional learning needs. Program faculty presented the information in this document to
those stakeholders, as well, and received feedback on the proposed changes.
8
SECTION I: KEY EVIDENCES
In this section, list the 6 evidences that will be submitted as documentation of meeting the standards. Provide a minimum of 6
evidences. The evidences must be those that all candidates in the program are required to complete. Briefly describe each evidence
and identify the descriptors of the elements of the standards each addresses. The recommended alignment of the descriptors with the
evidences is reflected in the template.
Evidence Name of
Evidence Briefly Describe the Evidence
Descriptors of the
Elements of the
Standards
Addressed by the
Evidence
1 Content
Knowledge:
Evidence that
demonstrates
breadth of content
knowledge in the
specialty area1.
Transcript
or Praxis
II scores
Copy of transcript with at least 24
semester hours of coursework
relevant to the specialty area from
a regionally accredited college or
university with a grade of C (2.0)
or better in each of the 24 hours
OR satisfactory Praxis II scores.
Required: 3b.1-
Demonstrates the
appropriate level of
content knowledge in
the teaching
specialty.
2 Content
Knowledge:
Evidence that
demonstrates
candidate depth of
Document
ation of
Learning
IEP
Project
An analysis of the policies,
procedures, and forms informing
the provision of special education
services in North Carolina and
one other state. This project will
compare and contrast the
Required: 3b.1-
Demonstrates the
appropriate level of
content knowledge in
the teaching
1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).
9
understanding and
application of
content
knowledge in the
specialty area.
requirements of each state, in
comparison with the requirements
of IDEA legislation. The analysis
will examine policies, procedures
and forms that: 1) support family
involvement, 2) support
appropriate identification, inc.
child find and disproportionality,
3) support the provision of
appropriate services, and 4)
monitor effectiveness. Each of
the sections will also include an
explanation of the requirements
for compliance.
specialty.
3 Pedagogical and
Professional
Knowledge Skills
and Dispositions:
Evidence that
demonstrates
effective design of
classroom
instruction based
on research-
verified practice.
Unit Plan Interdisciplinary unit plan that
focuses on major concepts, begins
with learner assessment data, and
includes differentiation,
culturally-responsive teaching
practices, and materials and
pedagogies that actively
counteract stereotypes.
The unit plan must include
reading, writing, and math, as well
as one content area.
Recommended:
3. Teachers know the
content they teach.
4. Teachers facilitate
learning for their
students. 5. Teachers
reflect on their
practice. .
Required:
1. Teachers
demonstrate
leadership. 2.
Teachers establish a
respectful
10
environment for a
diverse population of
students.
4
Pedagogical and
Professional
Knowledge Skills
and Dispositions:
Evidence that
demonstrates
knowledge, skills,
and dispositions
in practice.2
LEA/IHE
Certificati
on of
Teaching
Capacity
State-required evaluation of the
candidate completed by the
institution and the cooperating
teacher.
3. Teachers Know
the Content They
Teach. 4. Teachers
Facilitate Learning
For Their Students. 5.
Teachers Reflect on
Their Practice.
5
Positive Impact
on Student
Learning:
Evidence that
demonstrates
impact on student
learning.
Portfolio
Reflection
This document will be a
comprehensive reflection on the
candidate’s impact on his/her K-
12 students’ learning. In it,
candidates will critically analyze,
synthesize, and evaluate the
various instructional interventions
which he/she has implemented. It
will encompass the reading,
writing, mathematical, and
behavioral interventions that the
candidate designed and conducted
throughout the program of study.
The candidate will discuss the
knowledge, skills, and
Recommended: 1.
Teachers
Demonstrate
Leadership. 4.
Teachers Facilitate
Learning For Their
Students. 5. Teachers
Reflect on Their
Practice.
2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.
11
dispositions that are infused
throughout each of the
intervention projects. This will
include, but not be limited to, a
discussion of research-verified
practices, assessment,
implementation, re-assessment,
and effectiveness.
6
Leadership and
Collaboration:
Evidence that
demonstrates
leadership and
collaboration.
Advocacy
/Transit-
ion
Project
Collaborative project with local
secondary School Improvement
Plan (SIP) Team that focuses on
transition services for students
aged 14 and up. Candidates will
interpret data, listen actively, and
communicate effectively as they
develop an advocacy project that
has the potential to improve post-
secondary outcomes for learners.
Candidates may collaborate with
each other to develop a project
they will implement in one school
community. However, each
candidate must identify a single,
significant component of the
project for which he/she is
responsible and on which he/she
will be evaluated.
Recommended:
1.Teachers
Demonstrate
Leadership. 2.
Teachers Establish A
Respectful
Environment for a
Diverse Population
of Students. 5.
Teachers Reflect On
Their Practice.
12
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.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
13
NORTH CAROLINA TEACHER STANDARD
KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
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
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.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
14
NORTH CAROLINA TEACHER STANDARD
KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
3. Understands the influence of diversity and plans instruction accordingly. #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
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
15
NORTH CAROLINA TEACHER STANDARD
KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
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
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
16
NORTH CAROLINA TEACHER STANDARD
KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
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
17
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
18
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
19
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:
New Course Requirements Cr. Intended
Candidates
Introduction to Special Education and Diverse Learners 3 All
Assessing and Teaching Beginning Reading 3 All must
complete at least
5 hours of
reading methods/
practicum
Assessing and Teaching Intermediate Reading 2
Reading Practicum 2
Teaching and Assessment 3 All
Assessment in Special Education 3 All
Introduction to Positive Behavior Support 3 All
Implementing Positive Behavior Support 2 All
Assessing and Teaching Math to Students with Mild Disabilities 2 All
20
Mathematics Practicum 2 All
Methods of Management and Organization 2 All
Secondary Practicum 2 All
Advocacy and Collaboration 2 All
TOTAL 24
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a
sequence of specific course(s) through which the content knowledge is acquired. The combined sequence
of courses and the grades earned in the specified courses along with the evidence projects included in this
document demonstrate mastery of the content taught (3b1).
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.
21
1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) – IEP Project
2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research, application,
or curriculum project that will span two semesters beginning in the first semester of the senior year. The
IEP Project must be an analysis of the policies, procedures, and forms informing the provision of
special education services in North Carolina and one other state (e.g., Virginia). This project
will compare and contrast the requirements of each state, in comparison with the requirements of
IDEA legislation. The analysis will examine policies, procedures and forms that: 1) support
family involvement, 2) support appropriate identification, including issues of child find and
disproportionality, 3) support the provision of appropriate services, and 4) monitor effectiveness.
Each of the sections will include an explanation of the requirements for compliance. Candidates
will support their analyses with appropriate and sufficient current and seminal research.
Candidates will receive a rubric that provides specific and detailed directions, along with
information about how the project will be evaluated.
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) IEP Project is an indepth study that reflects
a synthesis of the depth of understanding and application of content knowledge. This project will
demonstrate depth of knowledge (3b1) in the specialty area of Special Education Policy and
Procedures. This project will also meet the following Specialty Area Standards:
Special Education: General Curriculum teacher candidates have a thorough
understanding of the Policies Governing Services for Children with Disabilities.
Through this knowledge of the process of referral, evaluation, and development of the
individualized education program (IEP), teachers provide appropriate individualized
education in the least restrictive environment.
o Know the Policies Governing Services for Children with Disabilities
o Understand the placement process from referral to delivery of services
o Know the typical characteristics of students in each disability category.
o Understand and facilitate effective planning for transitions (preschool, school,
postsecondary/adult).
The IEP Project will also address standard 2a : Evaluate reliability, validity, and the
technical soundness to select measures used in assessing students for eligibility,
instructional decisions, and progress monitoring.
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) IEP Project Electronic Evidence #2. The IEP Project will
be evaluated utilizing an in-depth rubric that ensures consistent quality across projects. All
projects will demonstrate an acceptable level of knowledge regarding North Carolina IEP/ITP
22
policies, procedures and forms that: 1) support family involvement, 2) support appropriate
identification, including issues of child find and disproportionality, 3) support the provision of
appropriate services, and 4) monitor effectiveness. The Project will be evaluated by at least two
different experts including faculty and LEA team members, to ensure fair and equitable
evaluation of all candidate work. This participation of various stakeholders will also provide
opportunities for programmatic change, as necessary.
23
#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.
24
As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and
monitoring student performance, and communicating results. Candidates should consult other specialists to
assist in developing and varying instruction based on student needs. Through this collaboration and
reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school
setting. The complete unit plan and a written reflection of the total experience will be required of each
teacher candidate. The complete unit plan and a written reflection of the total experience will be required of
each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented
during clinic practice. A rubric will be developed for the unit and the written reflection.
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,
25
4a.2 Access and uses resources needed to address
strengths and weaknesses of students.
digital, etc.), choices, and scaffolds for the varying needs,
interests and abilities that exist in classrooms of diverse
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 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
26
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.
27
#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.
28
During the clinical practice semester, cooperating teachers and university supervisors provide early and
ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept
feedback, and sensitivity to individual differences in students. Assessments occur through progress
reports and formative and summative evaluations.
During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the
candidates three times with a final evaluation at the end of the clinical experience. The university
supervisor assesses the candidates at the clinical experience site and does three visits with a final
evaluation.
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation
Rubric for interim observations and reports.
29
#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.
30
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 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 21
st Century Skills
through incorporating global awareness, technology integration, media literacy, critical thinking, problem
solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for student
collaboration and innovation. The Comprehensive Plan itself will require candidates to demonstrate their
31
ability to utilize 21st Century technology (i.e. ClassScape), to communicate and collaborate effectively
with a team of University and P-12 school personnel including their cooperating teacher, cooperating
principal and university supervisor. The plan will require candidates to include content such as global
awareness. ClassScape, an online classroom-based assessment system, will enable pre-service teachers to
achieve and maintain curriculum/ instructional alignment, assist them with identifying and remediating
individual and class weaknesses, and help them to differentiate instruction for students who demonstrate
mastery. Candidates will integrate the flow of information from a wide variety of sources, ask significant
questions that clarify various points of view that lead to better solutions, and reflect critically on learning
experiences. Throughout the process, candidates must articulate thoughts and ideas effectively using oral,
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 2009-2010 academic year.
32
#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
33
development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The
Candidate Leadership Project will require involvement of the students’ families from the outset. Parental
permission must be obtained for the project and the project must include a component for collaborating
with families (2e.1). Becoming a reflective practitioner is one of the six elements of the conceptual
framework of the School of Education & Psychology at ECSU. Maintaining a reflective journal has
become an integral part of everything that we do. The Candidate Leadership Project must include
reflective journaling that will include a pre, interim, and post reflective paper (5b.1).
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.
34
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
SU
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
35
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
student work to serve as
exemplars for major
evidences rubrics
*
*
*
*
Utilize continuous
evaluation, on-going
communications with
stakeholders, and student
feedback to fine-tune
program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
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).
HPE Program - involvement of public school partners going forward
Clarification has been provided to denote public school partners’ involvement
2
Elizabeth City State University
Health & Physical Education
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call
for re-visioned educator preparation programs. In January 2008, the State Board of Education
approved in concept, a new program approval process. The process focuses on outcomes, rather
than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater
institutional flexibility based on increased rigor and accountability. ECSU will continue to seek
national accreditation through the State’s partnership agreement with NCATE.
The new process consists of annual review of candidate evidence to ensure that they meet the
standards for teachers based on a rubric that is aligned with the inservice teacher evaluation
instrument. The annual reviews will be coordinated by the State Board of Education and will
utilize trained inservice educators and teacher educators. Through random sampling, each
specialty area program will be reviewed on a systematic basis when a critical mass of program
completers is reached, but at least once every seven years. Additionally, candidate on-the-job
performance and institutional involvement with and service to the public schools will be
considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s
mission with the program’s mission and the conceptual framework. The North Carolina
Professional Educator Standards and the following the programmatic themes are addressed
throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated
strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national
specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how
the proposed program has been re-visioned; B) How public school partners were involved in the
re-visioning of the program and how they will be involved in the delivery and evaluation of the
program; C) The electronic evidences the institution will use to demonstrate candidates meet the
standards with Section I, Section II, and Section III; and D) The timeline for implementation.
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 Health & Physical Education (HPE) Program has been re-visioned to reflect the North
Carolina Professional Teaching Standards (NCPTS), North Carolina HPE Specialty Standards,
21st Century knowledge, skills and dispositions, and changes recommended by Local
Educational Agencies (LEAs).
3
Driven by the North Carolina State Board of Education’s mission and the standards referenced
above, in re-visioning, we focused on the need for deep content knowledge and pedagogical
skills that will enable candidates to meet the needs of a wide range of diverse learners.
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 HPE Education Re-visioning Committee identified from the list of course choices
specific courses that candidates for this bachelors’ degree must complete to meet the general
education core requirements. By beginning to integrate 21st Century themes from the beginning
of their education at ECSU and continuing them throughout the program, we could ensure that
candidates graduate with the skills required of 21st Century educators.
Beginning in the freshman year, potential candidates take Freshman Seminar in which they are
immersed in financial literacy module, personal and social responsibility module, and ethical
behavior module. The EDUC 203 technology course will be moved to general education
requirements to satisfy an ECSU requirement for technology.
During focus group sessions with leadership teams, educators from systems across the service
area, and arts council members, the following needs emerged: additional practical experience,
ability to actively engage all learners, and ability of candidates to engage the total community in
the arts.
In addition to changes in the hours of field experience required for the various required courses,
courses requiring field experience will be grouped to provide additional hours of field experience
during the year long internship that begins the semester prior to student teaching. Changing from
one semester focused on honing clinical practice/teaching skill to more time in real classrooms in
the first semester is a major change. So, the senior year will have Internship I the first semester
and Internship II (full-time clinical practice) during the second semester. Internship II will carry
12 semester hours instead of the current 6 semester hours. The psychology courses, Human
Development and Educational Psychology, will be dropped and a new course Child
Development for Learning and Assessment will be added. This course will have a defined
product outcome to assist candidates with required evidences.
The following list demonstrates how the current program is different from the proposed one and
how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills
and dispositions embedded therein. The HPE Department performed a curriculum review during
the 2008-2009 academic year. The re-visioning committee and the entire department reviewed
the program with state specialty standards, the North Carolina Standard Course of Study K-12,
and national standards (National Association of Sports and Physical Education) and with ECSU
published documents. The results follow:
1. Drop Pre-Calculus; College Algebra meets the ECSU mathematics requirement
4
2. Identified courses that aligned with requirements posted for state standards
COURSES FOR STATE STANDARDS
Credits
STANDARD I
C PE 210 Applied Anatomy & Physiology 3
PE 210L Applied Anatomy & Physiology Lab 1
PE 239 Introduction to Physical Education 2
PE 300 Exercise Physiology 3
PE 382 Curriculum and Assessment 3
PE 445 Principles of Physical Education 3
PE 401 Motor Learning and Motor Behavior 3
PE 447 Prescriptive Exercise Testing 4
STANDARD II
PE 240 Team Sports 1
PE 241 Individual and Dual Sports 1
PE 470 Adapted Physical Education 3
PE 375 Management of Physical Education 3
PE 363 Group Games and Rhythms 1
EDUC 440 Methods & Materials in Physical Ed. 3
EDUC 470 Student Teaching 12
STANDARD III
PE 303 Fitness Thru Weight Training 2
PE 447 Prescriptive Exercise Testing 4
HPE 201 Principles of Nutrition 3
STANDARD IV
HLTH 373 Health in the Elementary School 2
PE 447 Prescriptive Exercise Testing 4
HLTH 367 First Aid and Safety 2
5
3. Identified courses that aligned with requirements posted for national standards
COURSES FOR NATIONAL STANDARDS
STANDARD I
PE 210 Applied Anatomy & Physiology 3
PE 210L Applied Anatomy & Physiology Lab 1
PE 300 Exercise Physiology 3
PE 447 Prescriptive Exercise Testing (4) 4
PE 401 Motor Learning and Motor Behavior 3
HLTH 373 Health in the Elementary School 2
PE 447 Prescriptive Exercise Testing (4) 4
HLTH 367 First Aid and Safety 2
STANDARD II
EDUC 440 Methods & Materials in Physical Ed. 3
PE 240 Team Sports 1
PE 470 Adapted Physical Education 3
PE 375 Management of Physical Education 3
PE 363 Group Games and Rhythms 1
HLTH 373 Health in the Elementary School 2
PE 447 Prescriptive Exercise Testing (4) 4
HLTH 367 First Aid and Safety 2
STANDARD III
PE 303 Fitness Thru Weight Training 2
PE 447 Prescriptive Exercise Testing (4) 4
STANDARD IV
PE 303 Fitness Thru Weight Training 2
PE 447 Prescriptive Exercise Testing (4) 4
PE 303 Fitness Thru Weight Training 2
PE 363 Group Games and Rhythms 1
PE 240 Team Sports 1
STANDARD V
PE 200 Coaching Basketball 3
PE 201 Coaching Football 3
PE 380 Sports Officiating I Football 3
PE 381 Sports Officiating II Basketball 3
PE 470 Adapted Physical Education 3
PSY Child Devel. For Learning & Assess. 3
PE 445 Principles of Physical Education 3
STANDARD VI
PE 470 Adapted Physical Education 3
6
PE 445 Principles of Physical Education 3
HLTH 373 Health in the Elementary School 2
PE 240 Team Sports 1
PE 363 Group Games and Rhythms 1
HLTH 367 First Aid and Safety 2
4. The following courses are recommended to be dropped due to similarities between courses,
overlapping courses, and non-teacher education foci.
1. CR 202 Intramural Sports (2 cr)
2. PE 370 Kinesiology (3 cr)
3. GE 161 Modern Dance (1 cr)
4. GE 168 Gymnastics (1 cr)
5. GE 175 Intermediate Swimming (1 cr)
6. GE 186 Exercise and Health Related Fitness (1cr)
4. The following courses are to be added.
1. HPE 201 Principles of Nutrition (3 cr)
2. HLTH 373 Health in the Elementary School (3 cr)
Current and Proposed Changes
Professional Education Core CURRENT PROPOSED
EDUC 203 Introduction to Computer
Instructional Technology
3 3
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of
Education
3
EDUC 479 Multicultural Education 3
PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
READ 320 Teaching Reading in the
Content Area
3 READ 320 Teaching Reading in the
Content Area
EDUC 400 Senior Seminar P/F
EDUC 478 Seminar in Contemporary
Educational Issues
P?F EDUC 478 Seminar in Contemporary
Educational Issues
P/F
EDUC 440 Methods 3 EDUC 440 Internship I for yearlong
experience with Methods
3
EDUC 470 Observation and
Supervision of Student
Teaching
6 EDUC 470 Internship II: Clinical Practice 12
7
B. How public school partners were involved in the re-visioning of the program and how they
will be involved in the delivery and evaluation of the program.
In order to obtain a broad-based perspective of needs and to obtain public school input in the
design of a program that could enable candidates to realize the North Carolina State Board of
Education’s mission and produce 21st Century Educators capable of producing 21
st Century
graduates, focus groups were held with members of the leadership teams from four local
educational agencies.
In addition to the involvement of public school partners on various administrative levels, the re-
visioning of the program included focus groups with current candidates, candidates completing
student teaching, completers of the program and current teachers. Responses to the online survey
were negligible but face-to-face sessions were more productive. The teachers were asked to
make recommendations as they saw fit in terms of how the university and the public schools
might best collaborate to strengthen the program. Results from the group discussions and surveys
were reviewed by the re-visioning team along with the New Professional Teacher Standards,
specialty standards, 21st themes and the 21
st Century Educator’s model were used to structure the
proposed, revised HPE Program.
After feedback is received from the North Carolina State Review teams this fall, the re-visioning
team will continue to revise and field test the proposed program. We will continue to obtain
evaluative input from school leaders and practitioners and from our community arts partners.
LEA partners are an integral part of program development, delivery, and evaluation. Going
forward, partners will collaborate in developing the rubrics that will be used to assess candidate
performance in content and formative assessment during clinical practice. Partners will provide
the real artifacts needed in fully assessing candidate performance throughout the program.
Partners will collaborate in candidate assessment at each transition point. Collegial collaboration
among the HPE Department and partners will afford a rich, sustained professional development
experience for both partners.
8
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 HPE
Documentary
Candidates will design a culminating project
that is a research, application in the HPE
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.
9
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
10
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
11
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
12
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
13
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
14
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
15
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
16
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
STANDARD I
PE 300 Exercise Physiology 3
PE 382 Curriculum and Assessment 3
PE 445 Principles of Physical Education 3
PE 401 Motor Learning and Motor Behavior 3
STANDARD II
PE 470 Adapted Physical Education 3
PE 375 Management of Physical Education 3
PE 363 Group Games and Rhythms 1
STANDARD III
PE 303 Fitness Thru Weight Training 2
PE 447 Prescriptive Exercise Testing
HPE 201 Principles of Nutrition 3
17
STANDARD IV
HLTH 373 Health in the Elementary School 2
PE 447 Prescriptive Exercise Testing 4
HLTH 367 First Aid and Safety 2
TOTAL 32
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: Depth of Content Knowledge Evidence 2
Briefly Describe the Evidence- A project that describes the creation of an integrated Health and
Physical Education program designed for students in one of three areas: early education, middle
education, or secondary education which includes: literature review, written program proposal,
content design and planning, and a presentation (like one would make to a principal or school
board to gain funding for such a program). The project is designed to provide teacher candidates
18
with an opportunity to develop and demonstrate a depth of understanding and application of the
health and physical education content knowledge required of 21st century educators to create
programs that can help combat the occurrence of overweight and obesity. For more information
regarding the project see Depth of Content Knowledge Evidence 2.
Depth of Content Knowledge Evidence 2
The Physical Education Teacher Education (PETE) program at Elizabeth City State University
has identified the means to assess candidate content knowledge. When assessing candidate’s
content knowledge, the faculty have characterized depth to describe the candidate’s knowledge
at a level well beyond what might be described as basic. This level of depth should enable the
candidate to: a) identify key issues within their field that affect not just their students but can be
extended to affect regional and national societal issues and b) create Health and Physical
Education programs that can successfully address such key issues in hopes of making their
students and society better. In order to be able to identify such issues and create Health and
Physical Education programs candidates must be able to problem solve and demonstrate how
their understanding of the content knowledge can be used to create successful programs that can
offer increase benefits to their students and society.
PETE candidates who will go on to teach in North Carolina schools need to understand the
content they are expected to teach at varying age levels. This project, designed to address EE2, is
specifically designed to encourage PETE candidates to take an active interest in the obesity
epidemic facing not just the Nation, but also the state of North Carolina. Teaching American’s
how to participate in physical activity and how to eat healthy has become the main focus for the
fields of Physical and Health Education. Since it is a topic that has been receiving a lot of
national attention from interest groups and individuals, as high up as Michelle Obama herself
and her “Let’s Move” campaign, integrated Health and Physical Education programs are
becoming a necessity. Knowing how to pair nutrition and physical activity and market it to
students is a skill on which every Health and Physical Education candidate needs to be evaluated.
This assessment is designed to lead candidates into the depth of health and physical education
content unique to their licensure area. Corresponding rubrics are designed to assess candidates’
ability to show how key concepts assist in providing the depth of understanding necessary to
teach content effectively to students. In PETE, the candidate will complete a Depth of Content
Project that focuses on depth of knowledge nutrition and physical activity.
Directions And/Or Requirements For The Evidence That Will Be Provided To The
Candidates
Assignment Title: Depth of Content (DoC) Project
Assignment Summary: The DoC project requires the integration of four different components:
a literature review, a written program proposal, content design and planning (including
evaluation), and a presentation. The content of the project will be an integration of nutrition and
physical activity.
Assignment Purpose: The DoC project is designed to provide PETE candidates with an
opportunity to develop and demonstrate a depth of understanding and application of content
knowledge by simulating the professional world experience of: identifying a problem, designing
a program, and proposing the integration of the program in the school administration.
Principal Alignments: North Carolina Professional Teaching Standards
19
3b.1 Teacher candidates demonstrate an appropriate level of content knowledge in the
teaching specialty.
Assessment: Each of the four components of the DoC project will be evaluated independently
and averaged for an overall DoC project grade. A minimum grade of 80% must be achieved on
each of the four components to successfully complete the DoC project. In the event that a
component earns a score below 80%, the component must be repeated until a score of > 80% is
achieved. Please note, however, the initial score will be recorded for course grade purposes.
Components Overview (4)
1. Literature Review
General Requirement. You will be required to produce a review of literature
that outlines how physical activity and nutrition education can be used to address
the growing obesity problem in America.
Content. History of obesity problem, current issues, effective nutrition and
physical activity programs that a new program could be modeled after.
Benchmark Grade. A minimum score of 80% on the literature review is required
to pass the DoC project.
2. Written Program Proposal
General Requirement. You will be required to produce a program proposal
addressed to a school administrator about the need for an integrated physical
activity and nutrition education program in the grade level of your choosing in
your area.
Content. Description of need, goals and objectives for the program, content
outline, and evaluation plans.
Benchmark Grade. A minimum score of 80% on the literature review is required
to pass the DoC project.
3. Content Development
General Requirement. You will be required to design the content of your
program based on the grade level for which you choose to design your program.
You will have to design an evaluation plan to analyze program effectiveness.
Content . Your content needs to be age appropriate and the content needs to be
appropriate for the region in which you are teaching. When you design the
content for the nutrition aspect of your program you need to take into account
regional and school access to certain food items so your content is practical and
relatable to your students. Also, with the nutrition planning, you need to make
sure you are giving them nutritional tips related to the amount of calories and
energy they are expending in the physical education part of the program. For the
physical education section of your content you need to make sure you are using
content that is practical for the students to be able to take the skills they learn in
your program and use them in their free time at home. Your assessment practices
for the program evaluation need to be applicable for the content you are teaching.
Benchmark Grade. A minimum score of 80% each on the three developmental
analysis elements is required to pass the DoC project.
20
4. Presentation
General Requirement. You will be required to design and deliver a 20 minute
presentation that presents your program and its content to the class, as if they
were the school administrators.
Presentation Content. The presentation must address the following aspects of
the assigned activity: brief review of literature, the need statement for the
program, program name, goals and objectives, program content (including
sample activities), and program evaluation.
Presentation Platform. Microsoft Power Point®.
Presentation Organization. The presentation should be organized logically and
include the required presentation content and resources.
Presentation Requirements. Handouts and/or guided notes must be provided for
audience members.
Benchmark Grade. A minimum score of 80% on the presentation is required to
pass the DoC project. See the presentation rubric for specific assessment criteria.
How Evidence Addresses Descriptors
The DoC project addresses the following North Carolina Professional Teaching Standard
(NCPTS):
3. Teachers Know the Content They Teach.
3b.1. Teacher candidates demonstrate an appropriate level of content knowledge in
the teaching specialty.
The teaching specialty is defined by the specialty area standards (SAS). The following Physical
Education specialty area standards are specifically addressed in the DoC project:
1. Physical education teacher candidates know and apply discipline-specific scientific
and theoretical concepts critical to the development of physically educated individuals.
Scientific and Theoretical Knowledge
1.3. identify legal and liability issues of physical education and adjust instructional
approaches as needed
1.4. identify global trends of physical activities and physical education
3. Physical Education teacher candidates have the knowledge, skills and dispositions to
teach fitness and nutrition concepts needed to reduce and prevent obesity. Fitness,
Nutrition and Obesity Prevention
3.3. demonstrate knowledge in a variety of obesity reduction and prevention intervention
practices
3.4. demonstrate the skills necessary to assess dietary patterns that contribute to obesity
3.5 promote lifelong physical activity throughout the school environment
21
The teaching specialty is defined by the specialty area standards (SAS). The following Health &
Physical Education specialty area standards are specifically addressed in the DoC project:
1. Health and physical education teacher candidates know and apply discipline-
specific scientific and theoretical concepts critical to the development of health
educated and physically educated individuals. Scientific and Theoretical
Knowledge
1.3 identify global trends of health behaviors, physical activities, health education, and
health promotion
1.5 demonstrate, analyze, and correct the appropriate application of health skills
3. Health and physical education teacher candidates have the knowledge, skills and
dispositions to teach fitness and nutrition concepts needed to reduce and prevent
obesity. Fitness, Nutrition and Obesity Prevention
3.2 demonstrate and apply the five components of health-related fitness, nutrition, and
stress management
3.3 demonstrate knowledge of a variety of obesity reduction and prevention intervention
practices
3. 4 demonstrate the skills necessary to assess dietary patterns that contribute to obesity and
initiate prevention education strategies
3.5 demonstrate and apply health behavior change theory to programming and prevention
practices
3.6 promote lifelong healthy nutrition and physical activity throughout the school
environment
3.7 demonstrate functional knowledge of behavioral and structural interventions that
modify health-compromising behaviors and reinforce health-promoting behaviors
Demonstrating depth of content knowledge and application of that knowledge to create effective
Health and Physical Education programs is important for a teacher candidate. This project
focuses teacher candidates on the current issues surrounding obesity, nutrition education, and
physical education and used that focus to problem solve and create program content that focuses
educating students about nutrition and physical activity in a way that is specific to the area in
which they live. By utilizing a literature review, written program proposal, content development
piece, and presentation the teacher candidates will demonstrate how they will demonstrate their
understanding of the content knowledge in a professional setting. Successful completion of each
component requires a depth of content knowledge be developed, applied, and demonstrated in
unique ways that collectively represent an appropriate level of understanding of the content.
How The Evidence Is/Will Be Evaluated
The DoC project will be evaluated by program faculty rubrics designed specifically for each
component. Each of the four components of the DoC project will be evaluated independently and
averaged for an overall DoC project grade. A minimum grade of 80% must be achieved on each
of the three components to successfully complete the DoC project. In the event that a component
earns a score below 80%, the component must be repeated until a score of > 80% is achieved.
The initial score however, will be recorded for course grade purposes.
22
Assessment Overview
DoC Component Benchmark Criteria Assessment Instrument
Literature Review 80% Rubric
Written Program
Proposal 80% Rubric
Content Development 80% Rubric
Presentation 80% Rubric
DoC Project (overall) 80% (overall) Comprehensive Rubric
23
#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
24
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
demonstrate learning.
25
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.
26
#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
27
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.
28
#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.
29
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).
30
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.
31
#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 &
32
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.
33
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
SU
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
34
student work to serve
as exemplars for major
evidences rubrics
* * * *
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
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).
2
Elizabeth City State University
Secondary Education - Mathematics
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call
for re-visioned educator preparation programs. In January 2008, the State Board of Education
approved in concept, a new program approval process. The process focuses on outcomes, rather
than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater
institutional flexibility based on increased rigor and accountability. ECSU will continue to seek
national accreditation through the State’s partnership agreement with NCATE.
The new process consists of annual review of candidates’ evidence to ensure that they meet the
standards for teachers based on a rubric that is aligned with the in-service teacher evaluation
instrument. The annual reviews will be coordinated by the State Board of Education and will
utilize trained in-service educators and teacher educators. Through random sampling, each
specialty area program will be reviewed on a systematic basis when a critical mass of program
completers is reached, but at least once every seven years. Additionally, candidate on-the-job
performance and institutional involvement with and service to the public schools will be
considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s
mission with the program’s mission and the conceptual framework. The North Carolina
Professional Educator Standards and the following the programmatic themes are addressed
throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated
strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national
specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how
the proposed program has been re-visioned; B) How public school partners were involved in the
re-visioning of the program and how they will be involved in the delivery and evaluation of the
program; C) The electronic evidences the institution will use to demonstrate candidates meet the
standards with Section I, Section II, and Section III; and D) The timeline for implementation.
A. A description of how the proposed program has been re-visioned to reflect the North
Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions
embedded in them and the rationale for the changes, i.e., how the new program is
different from the current program, how it reflects the North Carolina Standards for
Teachers and the 21st century knowledge, skills, and dispositions embedded in the
standards, and why specific revisions are being made.
The major in Mathematics with a minor in Secondary Education Program has been re-
visioned to reflect the North Carolina Professional Teaching Standards (NCPTS), North
3
Carolina Mathematics Specialty Standards, 21st Century Framework knowledge, skills and
dispositions and changes recommended by Local Educational Agencies (LEAs).
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 Mathematics with a minor in Secondary Education Re-visioning
Committee identified from the list of course choices specific courses that candidates for the
bachelor’s degree must complete to meet the general education core requirements. By
beginning to integrate 21st Century themes from the beginning of their education at ECSU
and continuing them throughout the program, we could ensure that candidates graduate with
the skills required of 21st Century educators.
Beginning in the freshman year, potential candidates take Freshman Seminar in which they
are immersed in the financial literacy module, personal and social responsibility module, and
ethical behavior module. The EDUC 203 technology course will be moved to general
education requirements to satisfy an ECSU requirement for technology.
During focus group sessions with leadership teams, educators from systems across the
service area, and department members the following needs emerged: additional practical
experience, ability to actively engage all learners, and ability of candidates to actively engage
the family and community in their children’s education.
In addition to changes in the hours of field experience required for the various required
courses, courses requiring field experience will be grouped to provide additional hours of
field experience during the year long internship that begins the semester prior to student
teaching. Changing from one semester focused on honing clinical practice/teaching skill to
more time in real classrooms in the first semester is a major change. So, the senior year will
have Internship I the first semester and Internship II (full-time clinical practice) during the
second semester. Internship II will carry 12 semester hours instead of the current 6 semester
hours. The psychology courses, Human Development and Educational Psychology, will be
dropped and a new course Child Development for Learning and Assessment will be added.
This course will have a defined product outcome to assist candidates with required evidences.
The Mathematics Department conducted an audit of all of its courses. In addition to
restructuring the content of many courses, to enhance content knowledge, four courses were
changed from three credits to four credit courses. Instead of meeting three days per week,
these courses currently meet four days per week Mondays through Thursdays. This rigorous
course content will enable candidates to better prepare their students for the new essential
standards and prepare the candidates themselves for exams such as the PRAXIS II and
4
graduate admissions exams. The total number of mathematics credits required of
mathematics majors with a concentration in secondary education far exceed the number of
credits required of many other majors.
The following tables demonstrate how the current program is different from the proposed and
how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge,
skills and dispositions embedded therein. A curriculum review was conducted during the
2007-2008 academic year. The Mathematics Department has revised its course content to
address the new standards adopted by the State Board of Education. The incorporation of
these new standards in the Mathematics Education curriculum will aid in producing a much
better prepared candidate.
Mathematics Major
Secondary Education Minor
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 CSC118 Computer Science 3
GE Natural Sciences and Math 3 MATH 118 Precalculus 3
GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1
GE 152 L Natural Sciences and Math 4 GE 152 Principles of Biological Science 4
GE 155 L Natural Sciences and Math 4 GE 155 Principles of Physical Science 4
GE 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
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of 3
5
CURRENT PROPOSED
Education
EDUC 479 Multicultural Education 3
PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
READ 320 Teaching Reading in the
Content Area
3 READ 320 Teaching Reading in the
Content Area
3
SPED 346 Introduction to Special
Education Law
3 SPED 280 Introduction to Special
Education and Diverse
Learners
3
EDUC 400 Senior Seminar P/F
EDUC 478 Seminar in Contemporary
Educational Issues
P/F EDUC 478 Seminar in Contemporary
Educational Issues
P/F
EDUC 430 Secondary Instructional
Methods
3 EDUC Internship I for yearlong
experience with English
Methods and Secondary
Instructional Methods in
Mathematics
3
EDUC 478 Observation and
Supervision of Student
Teaching
6 EDUC 469 Internship II: Clinical Practice 12
TOTAL 30 27
MAJOR CORE REQUIREMENTS
MATH
157
Calculus and Analytic
Geometry I 3 MATH 165 Calculus of a Single
Variable I
4
MATH 158 Calculus and Analytic
Geometry II
3 MATH 265 Calculus of a Single
Variable II
4
MATH
256
Calculus and Analytic
Geometry III 3 MATH 256 Calculus of a Single
Variable III
4
MATH 257 Calculus and Analytic
Geometry IV 3 MATH 257 Calculus of a Single
Variable IV
4
MATH 351 Linear Algebra 3 MATH 351 Linear Algebra 3
MATH 365 Exit Seminar in
Mathematics for Juniors 3 MATH 365 Exit Seminar in
Mathematics for Juniors
3
MATH 450 Advanced Calculus 3 MATH 450 Advanced Calculus 3
MATH 458 Differential Equations 3 MATH 458 Differential Equations 3
MATA 462 Mathematical Modeling 3 MATA 462 Mathematical Modeling 3
MATH 465 Exit Seminar in
Mathematics for Seniors 3 MATH 465 Exit Seminar in
Mathematics for Seniors
3
STAT 351 Probability and Statistics
I 3 STAT 351 Probability and Statistics I 3
TOTAL 33 37
CONCENTRATION REQUIREMENTS
MATH 350 Number Theory 3 MATH 350 Number Theory 3
MATH 354 Abstract Algebra I 3 MATH 354 Abstract Algebra I 3
MATH 454 History of Mathematics 3 MATH 454 History of Mathematics 3
MATH 455 Elements of Real
Analysis
3 MATH 455 Elements of Real Analysis 3
6
TOTAL 12
DISCIPLINE AREA ELECTIVES: MUST SELECT 6 CREDITS
MATA 262 Discrete Methods 3 MATA 262 Discrete Methods 3
MATH 352 College Geometry I 3 MATH 352 College Geometry I 3
MATA 366 Complex Variables 3 MATA 366 Complex Variables 3
MATH 400 Operations Research 3 MATH 400 Operations Research 3
MATA 465 Applied Mathematics I 3 MATA 465 Applied Mathematics I 3
MATA 464 Applied Mathematics II 3 MATA 464 Applied Mathematics II 3
STAT 352 Probability and Statistics
II
3 STAT 352 Probability and Statistics 3
TOTAL 6 6
TOTAL
FOR
MAJOR
B. How public school partners were involved in the re-visioning of the program and how they
will be involved in the delivery and evaluation of the program.
In order to obtain a broad-based perspective of needs and to obtain public school input in the
design of a program that could enable candidates to realize the North Carolina State Board of
Education’s mission and produce 21st Century Educators capable of producing 21
st Century
graduates, focus groups were held with members of the leadership teams from four local
educational agencies.
In addition to the involvement of public school partners on various administrative levels, the re-
visioning of the program included focus groups with current candidates, candidates completing
student teaching, completers of the program and current teachers. Responses to the online survey
were negligible but face-to-face sessions were more productive. The teachers were asked to
make recommendations as to how the university and the public schools might best collaborate to
strengthen the program. Results from the group discussions and surveys were reviewed by the re-
visioning team along with the New Professional Teacher Standards, specialty standards, 21st
themes and the 21st Century Educator’s model were used to structure the proposed, revised
Secondary English Education Program.
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.
7
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
Candidates will design a culminating project
that is a research, application, or curriculum
project in the specialty area. The project must
reflect a synthesis of the depth of
understanding and application of content
knowledge.
Required: 3b.1
3 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates effective
design of classroom instruction based
on research-verified practice.
Differentiated Unit
Plan Based on the
North Carolina
Essential Standards
Course of Study
A comprehensive six weeks, unit plan
will be developed that focuses on major
concepts, begins with learner assessment
data, and includes culturally-responsive
teaching practices with differentiation
designed to meet the needs of students.
Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1,
3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,
5c.1
4 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates knowledge,
skills, and dispositions in practice.2
LEA/IHE
Certification of
Teaching Capacity
State-required evaluation of the candidate
completed by the institution and the
cooperating teacher.
Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,
2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,
4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1
1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).
2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.
8
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
9
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
10
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
11
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
12
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
13
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
14
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
15
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.
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
16
Admission to the Teacher Education Program and by the Office of Teacher Education and the
admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is
evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for
beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by
both the Office of School Services and by the Office of Teacher Education upon completion of the field
experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of
School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for
graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding
of the degree.
#2 Required - Content Knowledge
Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content
knowledge in the specialty area.
This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the
teaching specialty.
1. Name of Evidence: Culminating Project: Documentation of Learning (DOL)
2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research,
application, or curriculum project that will span two semesters beginning in the first semester of the
senior year. Candidates must decide on a focus and prepare a proposal detailing their study. Candidates
may complete the project as an individual or in a group. If done as a group project, each candidate must
complete and present a clearly defined individual part. The candidate will conduct an indepth study of
his/her specific interest area. The study must include a strand showing global, multi-ethnic involvement.
Candidates must demonstrate knowledge of discipline-specific technology as well as technology for
communication and management. The culminating project is an indepth study that reflects a synthesis of
the depth of understanding and application of content knowledge. Within the contextual focus area, the
candidate will use critical thinking and problem-solving skills to apply his/her expertise learned in the
major studies to real-world school and/or community issues. The project can take any number of forms.
For example, it might be a design and implementation project, a theoretical or philosophical analysis of
a particular problem or issue, or development of hyper-media materials.
The project must include a written research paper that incorporates multiple perspectives, not just
Eurocentric. The project is intended to be innovative, creative, and an original work. The final product
should be clearly presented in a specified form, suitable for inclusion in an electronic/professional
portfolio or other permanent record. Completed projects must demonstrate that the candidate:
Uses research and inquiry methods appropriate to the specialty area project;
Commands a thorough understanding of the specialty content area;
Links and draws upon central strands within specialty area coursework in the conception and
execution of the project;
17
Accesses and uses current and foundational literature in the specialty area;
Expresses the nature, means and intent of the project with clarity;
Uses comparative analyses of verified-research approaches to propose best techniques for
mastery of learning;
Advocates for engaging the disenfranchised into high quality learning in the specialty area.
The project allows candidates to concentrate on developing a project of a novel, creative, and individual
and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-
approved and is developed through consultation with department faculty. The examination of the interest
area will begin with the research proposal which in turn will feed into the major written research paper.
The main theory requirement is a research paper in which the candidate will discuss a theoretical issue
relating directly to his/her research project.
Candidates will use information and communications technology to present their research paper to a
workshop group during the latter part of the first semester. This high quality multimedia presentation
must accompany the oral presentation.
The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper; 3)
Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText Portfolio.
However, Electronic Evidence #2 is comprised of components one, two, and five as evidence for
documentation of learning.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II;
and
The Culminating Project-Documentation of Learning (DOL) is an indepth study that reflects a synthesis
of the depth of understanding and application of content knowledge.
This synthesis requires that candidates demonstrate an appropriate level of content knowledge in the
teaching specialty.
4. How the evidence is/will be evaluated by the institution.
A team of faculty members and LEA partners develop rubrics that will be used for the Culminating
Project-Documentation of Learning (DOL) Electronic Evidence #2 components of 1) Research
Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.
18
#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions:
Evidence that demonstrates effective design of
classroom instruction based on research-verified practice.
It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1,
4e.1, 4f.1, 5c.1.
Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each
candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to
meet the individual instruction needs of student in a heterogeneous classroom. The specialty area unit
plan may contain individual content lessons as well as integrated content lessons (for example, music
and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS,
21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a
focus for the unit. The instructional plans within the unit will be differentiated to show how candidates
provide students with different avenues to acquiring the designated content; to processing, constructing,
or making sense of ideas; to developing teaching activities and products so that all students in the
classroom learn effectively regardless of differences in ability; and to incorporate group input and
feedback into the work as teams collaborate and cooperate. Candidates’ units must include some
essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by degree
of complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive and
globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and integrate
knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks,
supports, materials, additional motivation, or adaptive/assistive equipment for different students
in the classroom.
On-going assessment of student readiness and growth must be included for meaningful and
successful differentiation. Assessment should occur before, during, and following instruction.
Assessments may be paper or electronic, formal or informal, including interviews, surveys,
performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective
instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the
varying needs, interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and
monitoring student performance, and communicating results. Candidates should consult other specialists
19
to assist in developing and varying instruction based on student needs. Through this collaboration and
reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the
school setting. The complete unit plan and a written reflection of the total experience will be required of
each teacher candidate. The complete unit plan and a written reflection of the total experience will be
required of each teacher candidate. The unit will be developed the semester prior to clinical practice and
implemented during clinic practice. A rubric will be developed for the unit and the written reflection.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II:
The unit will address the following descriptors as denoted by the terms below selected from the Specific
directions section above:
NCPTS Element Specific Directions Selections 1a.2 Draws on appropriate data to develop
classroom and instructional plans
Each candidate will develop a comprehensive differentiated
unit plan that is data-driven and is designed to meet the
individual instruction needs of student in a heterogeneous
classroom.
standards and benchmarks for the grade or course; Pre- and
on-going assessment
2b.3 Understands the influence of diversity and
plans instruction accordingly
The lesson content should address the same concepts with all
students but be adjusted by degree of complexity for the
diversity of learners in the classroom.
2d.1 Cooperates with specialist and uses resources
to support the special learning needs of all students.
Candidates should consult other specialists to assist in
developing and varying instruction based on student needs.
3a.1 Develops and applies lessons based on the
North Carolina Standard Course of Study
reviewing the standards (NCSCS, 21st Century Framework,
technology, etc.) and benchmarks for the grade or course
3c.1 Demonstrates knowledge of links between
grade/subject and the North Carolina Standard
Course of Study by relating content to other
disciplines.
integrated content lessons (for example, music and social
studies)
3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for
the culturally-responsive and globally-connected classroom.
3d.1 Integrates 21st century Skills and content
instruction.
reviewing the standards (NCSCS, 21st Century Framework,
technology, etc.) and benchmarks for the grade or course and
determine a focus for the unit
4a.1 Identifies developmental levels of individual
students and plans instruction accordingly.
assessment … essential to helping teachers provide more
effective instructional strategies (via face-to-face, print,
digital, etc.), choices, and scaffolds for the varying needs,
interests and abilities that exist in classrooms of diverse
students.
4a.2 Access and uses resources needed to address
strengths and weaknesses of students.
4d.1 Integrates technology to maximize students’
learning
4b.1.Collaborates with colleagues to monitor
student performance and make instruction
responsive to cultural differences and individual
learning needs.
candidates will collaborate with inservice teachers on goal
setting, assessing and monitoring student performance, and
communicating results; candidate must collaborate with
colleagues, developing teaching activities and products so that
all students in the classroom learn effectively regardless of
20
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.
21
#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 university
supervisor assesses the candidates at the clinical experience site and does three visits with a final
evaluation.
22
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 inform instruction. This plan
will focus on assessment for learning, not just assessment of the subject matter. The plan will utilize
ongoing authentic assessments and will include formative assessments, benchmark assessments and
statewide summative assessments that are proposed as a part of the North Carolina Department of Public
Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to
utilized benchmarking tools that will supply candidates with learning tasks aligned to the North Carolina
Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be utilized by
the student teacher/clinical intern to drive instruction during clinical practice. Candidates will serve as
emotional and intellectual guides for students as they utilize rubrics to provide a detailed, continuous
profile of students’ strengths and weaknesses. The student teacher/clinical intern with the assistance of
the university supervisor, cooperating teacher/mentor, parents and the students themselves will utilize
the plan to closely monitor academic progress and to focus on areas that need improvement. In this way,
the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the
students will know what good work looks like and progresses toward closing the achievement gap. The
formative assessment plan will focus on assessment rather than measurement. P-12 students will be able
to utilize assessments to learn from their mistakes, take and retake tests and make continuous
improvements. Software tools will be used for records maintenance and for close, continuous contacts
with students and parents.
The assessment plan will be developed during the first semester of the year-long U-Step Internship
Experience while the candidate continues to learn as an apprentice under the leadership and guidance of
his/her methods instructor from the university and cooperating/ mentor teacher from the LEA.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching
Standards that impact student learning. Since the candidate will take the lead in the development of the
“Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall
leadership skills along with his/her ability to lead in the classroom (1a.1). By working closely with their
methods instructor and cooperating teacher in developing and implementing the “Comprehensive
Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in
24
planning, monitoring student performance and making data driven instructional decisions that are
responsive to an individual student’s learning needs (4b.1). By utilizing different methods, creating a
variety of authentic assessments and utilizing formative and summative assessment data available at the
school, the candidate will be able to plan instruction appropriate to meet the individual instructional
needs of their students, reflect on their practice on an on-going basis, re-teach, group, provide supports
and facilitate learning for all students regardless of their diverse backgrounds (4b.1, 4h.1). Data
collected for the “Comprehensive Assessment Plan” will be used to analyze student learning and chart a
course to improve student learning (4h.1, 5a.1). By focusing on learning progressions and supports, the
candidate will be able to assess the students’ progress toward meeting individual, grade level and
graduation goals and attaining 21st Century knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
A team of faculty members will utilize rubrics for pre, mid-term and final assessments of the
Comprehensive Assessment Plan.
25
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman
Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of
Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design
and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor
teacher and cooperating school that provides a solution to a need identified in the selected school’s
School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and
Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics
Committee composed of ECSU professors and LEA personnel prior to implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
Candidate will be required to engage in collaborative and collegial professional learning activities in
understanding and evaluating the critical elements of the selected school’s school improvement plan in
order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The
candidate will collaborate and engage in professional learning activities further as he/she selects an area
of need and develops and implements an improvement plan for ameliorating the need (1b.1). The
Candidate Leadership Project must be based on a need that is identified in the selected school’s
improvement plan and must be data driven. Data must also be used throughout the project in order to
validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3).
The Candidate Leadership Project will require professional development on an on-going basis - prior to
the development of the project, during the development and implementation of the project and at the end
of the project. The professional development will begin with an overview of the school improvement
planning process and will be conducted by personnel from the selected school. During their field
experience, candidates will be required to become engaged in the school improvement process. On-
going professional development will be conducted collaboratively by ECSU faculty and LEA personnel
(1c.2). The Candidate Leadership Project will require involvement of the students’ families from the
outset. Parental permission must be obtained for the project and the project must include a component
for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the
conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective
journal has become an integral part of everything that we do. The Candidate Leadership Project must
include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).
26
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.
27
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
SU
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
*
*
*
*
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).
2
Elizabeth City State University
Middle Grades Education – Language Arts Concentration
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call
for re-visioned educator preparation programs. In January 2008, the State Board of Education
approved in concept, a new program approval process. The process focuses on outcomes, rather
than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater
institutional flexibility based on increased rigor and accountability. ECSU will continue to seek
national accreditation through the State’s partnership agreement with NCATE.
The new process consists of annual review of candidate evidence to ensure that they meet the
standards for teachers based on a rubric that is aligned with the inservice teacher evaluation
instrument. The annual reviews will be coordinated by the State Board of Education and will
utilize trained inservice educators and teacher educators. Through random sampling, each
specialty area program will be reviewed on a systematic basis when a critical mass of program
completers is reached, but at least once every seven years. Additionally, candidate on-the-job
performance and institutional involvement with and service to the public schools will be
considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s
mission with the program’s mission and the conceptual framework. The North Carolina
Professional Educator Standards and the following the programmatic themes are addressed
throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated
strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national
specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how
the proposed program has been re-visioned; B) How public school partners were involved in the
re-visioning of the program and how they will be involved in the delivery and evaluation of the
program; C) The electronic evidences the institution will use to demonstrate candidates meet the
standards with Section I, Section II, and Section III; and D) The timeline for implementation.
A. A description of how the proposed program has been re-visioned to reflect the North
Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions
embedded in them and the rationale for the changes, i.e., how the new program is
different from the current program, how it reflects the North Carolina Standards for
Teachers and the 21st century knowledge, skills, and dispositions embedded in the
standards, and why specific revisions are being made.
The Middle Grades Education Program with a Concentration in Language Arts has been re-
visioned to reflect the North Carolina Standards for Teaching, North Carolina Standards for
Middle Grades Language Arts approved January 2009, 21st Century knowledge, skills and
3
dispositions and changes recommended by Local Educational Agencies. Our current
program provides a bachelors’ degree in Middle Grades Education with a concentration in
Language Arts and a specialization in Social Studies.
Driven by the North Carolina State Board of Education’s mission and the standards
referenced above, in re-visioning, we focused on the need for deep content knowledge and
pedagogical skills that will enable Middle Grades Language Arts candidates to meet the
needs of a wide range of diverse learners. Therefore, instead of focusing on two content
areas, our re-visioned program will focus on one content area and will include a
specialization that focuses on Special Populations and Diversity.
To meet their general education core requirements, all students at Elizabeth City State
University must take sixteen hours of specifically required general education courses and
may choose from a list of course options the remaining courses to meet the 46 – 48 credit
hours required for general education. The Middle Grades Education Re-visioning Committee
identified from the list of course choices specific courses that candidates for a bachelors’
degree in Middle Grades Education with a concentration in Language Arts must complete to
meet the general education core requirements. Spanish I, Public Speaking, Personal
Financial Management and Global Studies were selected in order to ensure that 21st Century
Themes were integrated into the general education courses required of middle grades
candidates. As a result of integrating 21st Century themes from the beginning of candidates
education at ECSU and continuing them throughout the program, we will be able to ensure
that middle grades candidates graduate with the skills required of 21st Century Educators.
The attached matrix demonstrates how the current program is different from the proposed
and how it reflects the North Carolina Standards for Teachers and the 21st Century
knowledge, skills and dispositions embedded therein. A curriculum review was conducted
during the 2007-2008 academic year. As a result of the review, the following changes in the
Language Arts curriculum were approved during the spring of 2008 and became effective fall
2008: English 302 was discontinued as a requirement.
During our focus group sessions with leadership teams and middle grades educators from
systems across our twenty-one county area, three major needs emerged: effective classroom
management strategies, additional practical experience and the ability to actively engage all
learners. The attached matrix includes a change from the current three hour course entitled
EDUC 349, Classroom Management that requires ten hours of field experience to the
proposed three credit course, Positive Behavior Support (PBS) course that will be paired with
a two credit practicum course (SPED 347 Practicum II) that will require fifteen hours of field
application of concepts and theories learned in PBS. The proposed program for candidates
with concentrations in Middle Grades Mathematics reduces the number of field experience
hours in EDUC 201 Foundations of Education from twenty-five hours to twenty hours. The
total number of field experience hours will increase from 70 hours to 85 hours. In addition to
changes in the hours of field experience required for the various required courses, courses
requiring field experience will be grouped to provide additional hours of field experience
during the first semester of the year long U-Step internship that begins the semester prior to
student teaching. The number of courses designed to meet the diverse needs of students in
inclusive, heterogeneously grouped classrooms will increase from the three credits currently
required to 20 proposed credits.
4
The proposed changes are being made in order to produce candidates who are prepared to
carry out North Carolina State Board of Education’s mission of ensuring that one hundred
percent of public school students graduate from high school globally competitive for work
and higher education and prepared for life in the 21st Century. In order for our candidates to
produce 21st students, they must graduate from Elizabeth City State University as 21
st
Century Educators. Since the majority of public school classrooms in North Carolina are
inclusive classrooms, our re-visioned program will include specialized coursework, field
experience, practica and real world evidence based research experiences that are designed to
meet the needs of a broad population of students including the academically gifted, learning
disabled, ESL, regular education, and students with other special unique needs that will better
prepare candidates to actively engage all students in inclusive, heterogeneous classrooms.
Because of budget constraints, no new courses are proposed to be added at this time. Course
content of existing courses will be revised to reflect the 21st Century Themes and to ensure
that technology is integrated across the curriculum. Departmental and school boundaries
have been invaded to meet the needs of Middle Grades candidates. For example, SOC 401,
The Family, taught in the sociology department, is listed as a proposed requirement for
Middle Grades Majors. This course will enable candidates to better understand the family,
diverse family structures and techniques and approaches for communicating effectively with
diverse families.
LANGUAGE ARTS CONCENTRATION
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
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
5
Professional Education Core
CURRENT PROPOSED
EDUC 349 Classroom Management 3 (See PBS under Special
Populations Specialization)
EDUC 201 Foundations of Education 3 Multicultural Foundations of
Education
3
PSY 302 Human Development 3 PSY Learning and Assessment 3
PSY 309 Educational Psychology 3
)READ 320 Teaching Reading in the
Content Area
3 (See Special populations
Specialization)
EDUC 400 Senior Seminar P/F EDUC 400 Senior Seminar P/F
EDUC 478 Seminar in Contemporary
Issues in Education
P?F EDUC 478 Seminar in Contemporary
Issues in Education
P/F
EDUC 412 Middle Grades Methods 3 EDUC Internship I: U-STEP Part I:
Elementary and Middle
School Instructional Methods
in Mathematics
3
EDUC Observation and Supervision
of Student Teaching
12 EDUC Internship II: U-Step Part 2:
Clinical Practice
12
TOTAL 33 21
Specialty Area Core Course Requirements
Current Proposed
EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F
EDUC 349 Classroom Management 3 EDUC
EDUC 406 Young Adolescent Learner 3 EDUC The Young Adolescent Learner,
Student Centered Instructional
Strategies and Assessment
3
PSY 212 General Psychology 3
TOTAL 6 6
Language Arts CONCENTRATION
CURRENT PROPOSED
ENGL 300 Traditional Grammar 3 ENGL 300 Traditional Grammar 3
ENGL 301 English Literature I 3 ENGL 301 English Literature I 3
ENGL 302 English Literature II 3
ENGL 305 American Literature I 3 ENGL 305 American Literature I 3
ENGL 306 American Literature II 3 ENGL 306 American Literature II 3
ENGL 322 Advanced English Grammar 3 ENGL 322 Advanced English Grammar 3
ENGL 336 Adolescent Literature 3 ENGL 336 Adolescent Literature 3
ENGL 425 Shakespeare OR ENGL 430
English Novel
3 ENGL 425 Shakespeare OR ENGL 430
English Novel
3
SPCH 312 Oral Interpretation of
Literature
3 ENGL 317 Advanced Composition 3
ENGL 399 Creative Writing 3
ENGL 479 Special Studies & Research in
Language and Literature
3
TOTAS 27 30
6
SPECIAL POPULATIONS AND DIVERSE LEARNERS SPECIALIZATION
SPED 346 Introduction to Special
Education/Laws
3 SPED 280 Introduction to Special Education
and Diverse Learners
3
SPED 340 Assessment 3
SPED 320 Assessing and Teaching
Intermediate Reading
3
SPED 301 Practicum 1(Assessing and
Teaching Reading)
1
READ 320 Teaching Reading in the Content
Area
3
SOC 401 The Family 3
SPED 480 Advocacy and Collaboration 3
SPED 450 Implementing Positive Behavior
Support Systems
3
SPED Practicum 2 (PBS) 2
TOTAL 24
Grand Total 128
B. How public school partners were involved in the re-visioning of the program and how they
will be involved in the delivery and evaluation of the program.
In addition to the involvement of public school partners on various administrative levels, the re-
visioning of the Middle Grades Language Arts Program included focus groups with current
middle grades candidates, candidates completing student teaching, graduates of the Middle
Grades Education Program and current middle grades teachers. In order to obtain a global
perspective of needs and obtain public school input in the design of a program that could enable
candidates to realize the North Carolina State Board of Education’s mission and produce 21st
Century Educators capable of producing 21st Century graduates, focus groups were held with
members of the leadership teams from four local educational agencies. Results from all of the
focus group discussions and surveys were reviewed by the Middle Grades Education Re-
Visioning Team along with the New Standards for Teachers, standards approved for Middle
Grades Language Arts by the North Carolina State Board of Education in January 2009, 21st
themes and the 21st Century Educator’s model were used to structure the proposed, revised
Middle Grades Education Language Arts Program.
After feedback is received from the North Carolina State Review team this fall, the Middle
Grades Education Re-Visioning Team will continue to revise and field test the proposed Middle
Grades Education Language Arts program. We will continue to obtain evaluative input from
middle school leaders, practitioners, special education teachers, gifted educators and teachers of
English Language Learners as we seek to perfect the Middle Grades Language Arts Model. We
are hoping that the economic landscape in North Carolina will improve so that we may add
additional courses in the future. Facing a turbulent economic forecast, the program was
revisioned based on current resources with the expectation that content in existing courses will
change dramatically.
The Middle Grades Education Re-visioning Team will become a fluid standing committee in the
Department of Teacher Education. In addition to assisting with a smooth transition in the
delivery of the program, the team will be actively involved in ongoing formative and summative
assessments. The team will compare and contrast data on the performance of both candidates
7
and of the students that they serve. Program adjustments will continue to be driven by
performance data.
8
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 language
arts 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.
9
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
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
14
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
15
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 305 American Literature I 3
ENGL 306 American Literature II 3
ENGL 322 Advanced English Grammar 3
ENGL 336 Adolescent Literature 3
ENGL 425 Shakespeare OR ENGL 430 English Novel 3
ENGL 317 Advanced Composition 3
ENGL 399 Creative Writing 3
ENGL 479 Special Studies & Research in Language and Literature 3
TOTAL 30
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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.
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#2 Required - Content Knowledge
Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content
knowledge in the specialty area.
This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the teaching
specialty.
1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) – 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 Language Arts and select an area that they
will study indepth in language, literature, writing or grammar and complete a project or research paper that
demonstrates content knowledge in the area selected. Candidates must demonstrate knowledge of discipline-
specific technology as well as technology for communication and management. The culminating project
is an indepth study that reflects a synthesis of the depth of understanding and application of content
knowledge. Within the contextual focus area, the candidate will use critical thinking and problem-
solving skills to apply his/her expertise learned in the major studies to real-world school and/or
community issues. The project can take any number of forms. For example, it might be a design and
implementation project, a theoretical or philosophical analysis of a particular problem or issue, or
development of hyper-media materials.
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 language arts specialty area project;
Commands a thorough understanding of the language arts content area;
Links and draws upon central strands within language arts coursework in the conception and
execution of the project;
Accesses and uses current and foundational literature in the language arts 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 language arts
specialty area.
The project allows candidates to concentrate on developing a project of a novel, creative, and individual
and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-
19
approved and is developed through consultation with department faculty. The examination of the interest
area will begin with the research proposal which in turn will feed into the major written research paper.
The main theory requirement is a research paper in which the candidate will discuss a theoretical issue
relating directly to his or her research project.
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 language arts content knowledge. This
synthesis requires that candidates demonstrate an appropriate level of content knowledge in the teaching
specialty.
Standards for English/Language Arts Teacher Candidates
Standard 1: ELA teacher candidates demonstrate knowledge and use of reading processes through the use of a wide
range of texts.
Standard 2: ELA teacher candidates demonstrate the knowledge and use of multiple composing processes.
Standard 3: ELA teacher candidates demonstrate the knowledge and use of the function, the influence, and the
diversity of language.
Standard 4: ELA teacher candidates demonstrate the knowledge and use of the integrated practices of multimodal
literacies.
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.
20
#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.
21
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 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’ Candidates’ technology integrated lessons will show clearly
22
learning 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 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
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.
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.
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.
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
25
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 21
st Century Skills
through incorporating global awareness, technology integration, media literacy, critical thinking,
problem solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for
student collaboration and innovation. The Comprehensive Plan itself will require candidates to
demonstrate their 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).
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.
26
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre, mid-term
and final assessments of the Comprehensive Assessment Plan/Implementation. The rubric will be
developed during the 2009-2010 academic year.
27
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman
Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of
Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design
and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor
teacher and cooperating school that provides a solution to a need identified in the selected school’s
School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and
Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics
Committee composed of ECSU professors and LEA personnel prior to implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
Candidate will be required to engage in collaborative and collegial professional learning activities in
understanding and evaluating the critical elements of the selected school’s school improvement plan in
order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The
candidate will collaborate and engage in professional learning activities further as he/she selects an area
of need and develops and implements an improvement plan for ameliorating the need (1b.1). The
Candidate Leadership Project must be based on a need that is identified in the selected school’s
improvement plan and must be data driven. Data must also be used throughout the project in order to
validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3).
The Candidate Leadership Project will require professional development on an on-going basis - prior to
the development of the project, during the development and implementation of the project and at the end
of the project. The professional development will begin with an overview of the school improvement
planning process and will be conducted by personnel from the selected school. During their field
experience, candidates will be required to become engaged in the school improvement process. On-
going professional development will be conducted collaboratively by ECSU faculty and LEA personnel
(1c.2). The Candidate Leadership Project will require involvement of the students’ families from the
outset. Parental permission must be obtained for the project and the project must include a component
for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the
conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective
journal has become an integral part of everything that we do. The Candidate Leadership Project must
include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).
28
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.
D. Timeline for Implementation:
S
U
09
S O
N D
J F M A M
S
U
10
S O
N D
Revise program
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
student work to serve
as exemplars for major
evidences rubrics
*
*
*
*
29
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
Elizabeth City State University
Revisioning Changes
December 2009
Electronic Evidence 2 – Documentation of Learning
Clarification and specification were provided to detail each specialty area.
Delineation of what counts for content for each license/program area has been included in
EE #1, item 2.
Electronic Evidence 3 - Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
Clarification is provided on how 4.d.1 (technology) is addressed in the evidence.
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).
2
Elizabeth City State University
Middle Grades Education – Mathematics Concentration
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call
for re-visioned educator preparation programs. In January 2008, the State Board of Education
approved in concept, a new program approval process. The process focuses on outcomes, rather
than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater
institutional flexibility based on increased rigor and accountability. ECSU will continue to seek
national accreditation through the State’s partnership agreement with NCATE.
The new process consists of annual review of candidate evidence to ensure that they meet the
standards for teachers based on a rubric that is aligned with the inservice teacher evaluation
instrument. The annual reviews will be coordinated by the State Board of Education and will
utilize trained inservice educators and teacher educators. Through random sampling, each
specialty area program will be reviewed on a systematic basis when a critical mass of program
completers is reached, but at least once every seven years. Additionally, candidate on-the-job
performance and institutional involvement with and service to the public schools will be
considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s
mission with the program’s mission and the conceptual framework. The North Carolina
Professional Educator Standards and the following the programmatic themes are addressed
throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated
strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national
specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how
the proposed program has been re-visioned; B) How public school partners were involved in the
re-visioning of the program and how they will be involved in the delivery and evaluation of the
program; C) The electronic evidences the institution will use to demonstrate candidates meet the
standards with Section I, Section II, and Section III; and D) The timeline for implementation.
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.
The Middle Grades Education Program with a Concentration in Mathematics has been re-
visioned to reflect the North Carolina Standards for Teaching, North Carolina Standards for
Middle Grades Mathematics approved January 2009, 21st Century knowledge, skills and
dispositions and changes recommended by Local Educational Agencies. Our current
3
program provides a bachelors’ degree in Middle Grades Education with a concentration in
mathematics and a specialization in science.
Driven by the North Carolina State Board of Education’s mission and the standards
referenced above, in re-visioning, we focused on the need for deep content knowledge and
pedagogical skills that will enable Middle Grades mathematics candidates to meet the needs
of a wide range of diverse learners. Therefore, instead of focusing on two content areas, our
re-visioned program will focus on one content area and will include a specialization that
focuses on Special Populations and Diversity.
To meet their general education core requirements, all students at Elizabeth City State
University must take sixteen hours of specifically required general education courses and
may choose from a list of course options the remaining courses to meet the 46 – 48 credit
hours required for general education. The Middle Grades Education Re-visioning Committee
identified from the list of course choices specific courses that candidates for a bachelors’
degree in Middle Grades Education with a concentration in mathematics must complete to
meet the general education core requirements. Spanish I, Public Speaking, Personal
Financial Management and Global Studies were selected in order to ensure that 21st Century
Themes were integrated into the general education courses required of middle grades
candidates. As a result of integrating 21st Century themes from the beginning of their
education at ECSU and continuing them throughout the program, we will be able to ensure
that middle grades candidates graduate with the skills required of 21st Century Educators.
The attached matrix demonstrates how the current program is different from the proposed
and how it reflects the North Carolina Standards for Teachers and the 21st Century
knowledge, skills and dispositions embedded therein. A curriculum review was conducted
during the 2007-2008 academic year. As a result of the review, the following changes in the
mathematics curriculum were approved during the spring of 2008 and became effective fall
2008: The Mathematics Department changed Math 157 Calculus/Analytic Geometry I (3
credits) and Math 158 Calculus/Analytic Geometry II (3 credits) to MATH 165 Calculus of a
Single Variable I (4 credits) and MATH 265 Calculus of a Single Variable II (4credits)
respectively. CSC 111 or 115, was dropped as a requirement. Candidates were required to
take EDUC 203, Introduction to Computer Instructional Technology instead.
During our focus group sessions with leadership teams and middle grades educators from
systems across our twenty-one county area, three major needs emerged: effective classroom
management strategies, additional practical experience and the ability to actively engage all
learners. The attached matrix includes a change from the current three credit course entitled
EDUC 349, Classroom Management that requires ten hours of field experience to the
proposed three credits Positive Behavior Support course that will be paired with a practicum
course that requires two credits (SPED 347). This Practicum I course will require fifteen
hours of field experience. The proposed program for candidates with concentrations in
Middle Grades Mathematics reduces the number of field experience hours in EDUC 201
Foundations of Education from twenty-five hours to twenty hours. The total number of field
experience hours will increase from 70 hours to 85 hours. In addition to changes in the hours
of field experience required for the various required courses, courses requiring field
4
experience will be grouped to provide additional hours of field experience during the year
long U-Step internship that begins the semester prior to student teaching. The number of
courses designed to assist students with meeting the needs of students in inclusive classrooms
will increase from the three credits currently required to 20 proposed credits.
The proposed changes are being made in order to produce candidates who are prepared to
carry out North Carolina State Board of Education’s mission of ensuring that one hundred
percent of public school students graduate from high school globally competitive for work
and higher education and prepared for life in the 21st Century. In order for our candidates to
produce 21st students, they must graduate from Elizabeth City State University as 21
st
Century Educators. Since the majority of public school classrooms in North Carolina are
inclusive classrooms, our re-visioned program will include specialized coursework in special
education that will better prepare candidates to actively engage all students in inclusive,
heterogeneous classrooms.
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 GE 115 College Algebra 3
GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1
GE 152/L Natural Sciences and Math 4 GE 152 L Principles of Physical Science 4
GE 155 L Natural Sciences and Math 4 GE 155 L Principles of Biological Science 4
GE 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
Professional Education Core
CURRENT PROPOSED
EDUC 203 Introduction to Computer
Instructional Technology
3 EDUC
203
Introduction to Computer
Instructional Technology
3
EDUC 349 Classroom Management 3 (See PBS under Special Education
Cognate
EDUC 201 Foundations of Education 3 Multicultural Foundations of
Education
3
5
PSY 302 Human Development 3 PSY Childhood Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
READ 320 Reading 3 (See Special Education
Specialization)
EDUC 400 Senior Seminar P/F EDUC
400
Senior Seminar P/F
EDUC 478 Seminar in Contemporary Issues
in Education
P?F EDUC
478
Seminar in Contemporary Issues in
Education
P/F
EDUC 412 Middle Grades Methods 3 EDUC Internship I: U-STEP Part I:
Elementary and Middle School
Instructional Methods in
Mathematics
3
EDUC Observation and Supervision of
Student Teaching
12 EDUC Internship II: U-Step Part 2:
Clinical Practice
12
TOTAL 33 24
Specialty Area Core Course Requirements
Current Proposed
EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F
EDUC 349 Classroom Management 3 EDUC
EDUC 406 Young Adolescent Learner 3 EDUC The Young Adolescent Learner,
Student Centered Instructional
Strategies and Assessment
3
PSY 212 General Psychology 3
TOTAL 6 6
MATHEMATICS CONCENTRATION
CURRENT PROPOSED
GE 118 Precalculus 3 GE 118 Precalculus 3
MATH 165 Calculus of a Single
Variable I
4 MATH 165 Calculus of a Single Variable I 4
MATH 265 Calculus of a Single
Variable II
4 MATH 265 Calculus of a Single Variable II 4
MATH 256 Calculus of a Single Variable III 4
MATH 351 Linear Algebra 3 MATH 351 Linear Algebra 3
MATH 352 College Geometry I 3 MATH 352 College Geometry I 3
MATH 454 History of Mathematics 3 MATH 456 Contemporary Issues in
Mathematics Education
3
CSC 115 Computer Science I 3 MATA 462 Mathematical Modeling 3
College Algebra 3 (GE Requirement)
26 27
SPECIAL POPULATIONS AND DIVERSE LEARNERS SPECIALIZATION
SPED 346 Introduction to Special
Education/Laws
3 SPED 280 Introduction to Special Education
and Diverse Learners
3
SPED 340 Assessment 3
SPED 320 Assessing and Teaching
Intermediate Reading
3
SPED 301 Practicum 1(Reading) 1
SOC 401 The Family 3
SPED 480 Advocacy and Collaboration 3
6
SPED 450 Implementing Positive Behavior
Support Systems
3
SPED Practicum 2 (PBS) 2
TOTAL 21
B. How public school partners were involved in the re-visioning of the program and how they will
be involved in the delivery and evaluation of the program.
In addition to the involvement of region one superintendents and public school partners on
various administrative levels, the re-visioning of the Middle Grades Mathematics Program
included focus groups with current middle grades candidates, candidates completing student
teaching, graduates of the Middle Grades Education Program and current middle grades teachers.
In order to obtain a global perspective of needs and obtain public school input in the design of a
program that could enable candidates to realize the North Carolina State Board of Education’s
mission and produce 21st Century Educators capable of producing 21
st Century graduates, focus
groups were held with members of the leadership teams from four local educational agencies.
Results from all of the focus group discussions and surveys were reviewed by the Middle Grades
Education Re-Visioning Team along with the New Standards for Teachers, standards approved
for Middle Grades Mathematics by the North Carolina State Board of Education in January
2009, 21st themes and the 21
st Century Educator’s model were used to structure the proposed,
revised Middle Grades Education Mathematics Program.
After feedback is received from the North Carolina State Review teams this fall, the Middle
Grades Education Re-Visioning Team will continue to revise and field test the proposed Middle
Grades Education Mathematics program. We will continue to obtain evaluative input from
middle school leaders and practitioners as well as from special education, gifted educators and
educators of English Language Learners as we seek to perfect the Middle Grades Mathematics
Model.
The Middle Grades Education Re-visioning Team will become a fluid standing committee in the
Department of Teacher Education. In addition to assisting with a smooth transition in the
delivery of the program, the team will be actively involved in ongoing formative and summative
assessments. The team will compare and contrast data on the performance of both candidates
and the students that they serve. Program adjustments will continue to be driven by
performance data.
7
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-
Mathematical
Modeling Project
Candidates will design a culminating project
that is a research application in the math
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.
8
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
9
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
10
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
11
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
12
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
14
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
GE 118 Precalculus 3
MATH 165 Calculus of a Single Variable I 4
MATH 265 Calculus of a Single Variable II 4
MATH 256 Calculus of a Single Variable III 4
MATH 351 Linear Algebra 3
MATH 352 College Geometry I 3
MATH 456 Contemporary Issues in Mathematics
Education
3
MATA 462 Mathematical Modeling 3
TOTAL 27
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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)- Mathematical
Modeling Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research,
application that will span two semesters beginning in the first semester of the senior year.
Candidates must decide on a focus and prepare a proposal detailing their study. The project will
be planned during the first semester of the candidate’s senior year in MATH 456 Contemporary
Issues in Mathematics Education and implemented during the second semester of the senior year
in MATA 462 Mathematical Modeling. Candidates will select a real world problem and utilize
mathematical modeling as a problem solving approach. Candidates will demonstrate how simple
17
mathematics can help formulate and solve real problems of current research interest in a wide
range of fields, including biology, ecology, computer science, geophysics, engineering, and the
social sciences. Candidates may select from a wide array of topics. Mathematics Modeling
projects will begin with the history of the problem, follow with a demonstration of how it can be
modeled using various mathematical tools, and close with a discussion of its remaining unsolved
aspects.
Candidates must demonstrate 21st Century technology skills, knowledge of discipline-specific
technology, as well as technology for communication and management. Candidates will use
computers to keep virtual involvement in selected real world problems via the internet, keep
track of data using EXCEL spreadsheets, computer generated graphs, problem specific software
and any other available interactive software to analyze and evaluate issues. In addition to
computer simulations, the mathematical modeling project must demonstrate the use of analytical
techniques. Mathematical modeling projects must be research based and must demonstrate the
candidate’s problem solving and critical thinking ability. Candidates will use information and
communications technology to present their research paper to a workshop group in a “regional
mathematics contest” format during the latter part of the first semester. A high quality
multimedia presentation must accompany the oral presentation.
This culminating project is an indepth study that reflects a synthesis of the depth of
understanding and application of mathematical content knowledge. Within the contextual focus
area, the candidate will use critical thinking and problem-solving skills to apply his/her expertise
learned in the major studies to real-world and/or community issues. Candidates will consult with
their professor in selecting problems that may range from those that can be solved with relatively
simple mathematics to ones that require more sophisticated methods. The examination of the
interest area will begin with the research proposal which in turn will feed into the major written
research paper. The main theory requirement is a research paper in which the candidate will
discuss a theoretical issue relating directly to his/her research project. The mathematical
modeling project must demonstrate depth and breadth of content knowledge. Additional specifics
of the Mathematical Modeling Project will be determined when study teams meet during the fall
semester of the 2009-2010 academic year.
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)-Mathematical Modeling is an indepth
study that reflects a synthesis of the depth of understanding and application of mathematics content
knowledge. This synthesis requires that candidates demonstrate an appropriate level of content
knowledge in the mathematics teaching specialty area as outlined above (3b.1). Candidates are
expected to align their content depth project with appropriate specialty area standards. Standards for Mathematics Teacher Candidates:
Standard 1: Mathematics teacher candidates possess the mathematical knowledge needed to enable students to
understand numbers, ways of representing numbers, and relationships among numbers and number systems and to
enable students to understand meanings of operations and how they relate to one another. Candidates enable students
to develop computational fluency and to make reasonable estimates. At the middle and secondary grade levels,
teacher candidates need the mathematical knowledge to enable students to transfer their understanding of numbers
18
and number operations to symbolic expressions involving variables. Number sense, numeration, numerical
operation, and algebraic thinking.
Standard 2: Mathematics teacher candidates possess the mathematical knowledge needed to enable students to
analyze the characteristics and properties of 2- and 3-dimensional geometric shapes; to develop mathematical
arguments about geometric relationships; to understand units, processes of measure, and measurable attributes of
objects; and to apply appropriate techniques, tools, and formulas to determine measurements. They enable students
to develop the visualization, spatial reasoning, and geometric modeling to solve problems. Teacher candidates
particularly at middle and secondary grade levels need the mathematical knowledge to enable students to use
coordinate geometry in solving problems, to understand concepts of symmetry, and to apply transformations. Spatial
sense, measurement and geometry
Standard 3: Mathematics teacher candidates possess the mathematical knowledge needed to enable students to
understand patterns, relations, and functions. This includes the use of algebraic symbols to represent and analyze
mathematical situations, the use of mathematical models to represent and understand quantitative relationships, and
the analysis of “change” in various contexts. Patterns, relationships, and functions
Standard 4: Mathematics teacher candidates possess the mathematical knowledge needed to enable students to
formulate questions that can be addressed with data, along with the necessary skills to collect, organize, and display
relevant data to answer those questions. They enable students to select and use appropriate statistical methods to
analyze data, to understand and apply basic concepts of probability, and to develop and evaluate inferences and
predictions that are based on data. Data analysis, probability and statistics
Standard 5: Mathematics teacher candidates possess the mathematical knowledge needed to enable students to
develop skills in problem solving, making connections between various branches of mathematics, reasoning and
proof, and communication and representation of mathematical ideas. Mathematical process skills.
Standard 6: Mathematics teacher candidates must be versed in the appropriate use of mathematical tools and
manipulatives.
4. How the evidence is/will be evaluated by the institution.
A team of faculty members and LEA partners develop rubrics that contains pre, interim and post
assessments that will be used for the Culminating Project-Documentation of Learning (DOL)-
Mathematical Modeling Electronic Evidence #2 components of 1) Research Proposal; 2)
Scholarly Paper; and 5) Presentation (multimedia and oral) to an Audience.
#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
19
2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is
designed to meet the individual instruction needs of student in a heterogeneous classroom. The
specialty area unit plan may contain individual content lessons as well as integrated content
lessons (for example, music and social studies). The candidate must collaborate with colleagues
in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks
for the grade or course and determine a focus for the unit. The instructional plans within the unit
will be differentiated to show how candidates provide students with different avenues to
acquiring the designated content; to processing, constructing, or making sense of ideas; to
developing teaching activities and products so that all students in the classroom learn effectively
regardless of differences in ability; and to incorporate group input and feedback into the work as
teams collaborate and cooperate. Candidates’ units must include some essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by
degree of complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive
and globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and
integrate knowledge, and practice, review, and apply knowledge. Instruction may require
varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment
for different students in the classroom.
On-going assessment of student readiness and growth must be included for meaningful
and successful differentiation. Assessment should occur before, during, and following
instruction. Assessments may be paper or electronic, formal or informal, including
interviews, surveys, performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective
instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the
varying needs, interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting,
assessing and monitoring student performance, and communicating results. Candidates should
consult other specialists 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
20
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 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
21
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.
22
#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and
Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,
and dispositions in practice.
This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.
Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1,
4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1
1. Name of Evidence: LEA/IHE Certification of Teaching Capacity
2. Specific directions and/or requirements for the evidence provided to the candidates
Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation
Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or
Accomplished Candidate. To be recommended for licensure, a candidate must demonstrate
professional performance at no less than the Proficient Candidate level on each element and on
each standard.
The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher
Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures
by the school district and the university to certify to the state that the preservice candidate has
demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/
Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate
must meet each of the descriptors identified in the Teaching Certification document to be
recommended for licensure as well as all other state and institutional requirements. The
candidate’s signature does not imply agreement with the ratings. The signatures of the
cooperating teacher, principal (or designee), and university supervisor verify the accuracy of and
agreement with the ratings on each descriptor.
3. N/A
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
23
university supervisor assesses the candidates at the clinical experience site and does three visits
with a final evaluation.
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate
Evaluation Rubric for interim observations and reports.
24
#5 Required- Positive Impact on Student Learning
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.
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.
25
The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina
Teaching Standards the 21st Century Skills that impact student learning. Candidates will evaluate
the progress of P-12 students using a variety of assessment data to measure attainment of goals
outlined in the North Carolina Standard Course of Study. Since the candidate will take the lead
in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and
demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom
(1a.1). By working closely with their methods instructor and cooperating teacher in developing
and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand
the value of collaborating with colleagues in planning, monitoring student performance and
making data driven instructional decisions that are responsive to an individual student’s learning
needs (4b.1).
Candidates’ comprehensive assessment plan, driven by data and integrating technology (for
example, ClassScape), will demonstrate P-12 student achievement of higher order of thinking.
Technology will be used as a tool to research, organize, evaluate and communicate
Information. P-12 student work must show that data are gathered from formative assessments,
ongoing, and summative assessments. Candidate must show that they used the data to reflect
upon the points in the assessment and learning process where specific students and groups of
students began to show evidence of growth or difficulty in their learning and where candidates
made modifications to impact positively the students’ learning. By utilizing on-going research
based teaching strategies, creating a variety of authentic assessments and utilizing formative and
summative assessment data available through ClassScape and at the assigned P-12 public school,
the candidate will be able to plan and scaffold instruction appropriate to meet the individual
instructional needs of their students, reflect on their practice on an on-going basis, re-teach,
group, regroup, provide supports and facilitate learning for all students regardless of their diverse
backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used
to analyze student learning and chart a course to improve student learning (4h.1, 5a.1).
Throughout the process of developing, implementing, and evaluating their comprehensive
assessment plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate
21st Century Skills through incorporating global awareness, technology integration, media
literacy, critical thinking, problem solving and collaboration. The Comprehensive Assessment
Plan must provide opportunities for student collaboration and innovation. The Comprehensive
Plan itself will require candidates to demonstrate their ability to utilize 21st Century technology
(i.e. ClassScape), to communicate and collaborate effectively with a team of University and P-12
school personnel including their cooperating teacher, cooperating principal and university
supervisor. The plan will require candidates to include content such as global awareness.
ClassScape, an online classroom-based assessment system, will enable pre-service teachers to
achieve and maintain curriculum/ instructional alignment, assist them with identifying and
remediating individual and class weaknesses, and help them to differentiate instruction for
students who demonstrate mastery. Candidates will integrate the flow of information from a wide
variety of sources, ask significant questions that clarify various points of view that lead to better
solutions, and reflect critically on learning experiences. Throughout the process, candidates must
articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts including digital technologies (computers, PDAs, media
players, GPS, etc.), networking tools and social networks (4h.2).
26
By focusing on learning progressions and supports, the candidate will be able to assess the
students’ progress toward meeting individual, grade level and graduation goals and attaining 21st
Century knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,
mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The
rubric will be developed during the 2009-2010 academic year.
27
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
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
28
practitioner is one of the six elements of the conceptual framework of the School of Education &
Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything
that we do. The Candidate Leadership Project must include reflective journaling that will
include a pre, interim, and post reflective paper (5b.1).
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.
29
D. The timeline for implementation.
The re-visioned plan will be submitted to a committee of representatives of the NC Professional
Teaching Standards Commission, the State Evaluation Committee on Teacher Education,
individuals who have been involved in the development of the specialty area standards and
Department of Public Instruction stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be
refined and presented to the various committees at the University for approval. Assignments,
course rubrics, syllabi materials and resources will be researched, revised and field tested during
the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century
themes and new standards are appropriate for achieving the North Carolina State Board of
Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence
during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher
education program are expected to graduate by the summer of 2012. Continuous program
assessment with LEA partners and program improvements will be on-going. A more detailed
timeline follows below:
Timeline for Implementation
S
U
09
S O N D J F M A M
SU
10
S O N D
Revise program
blueprint according to
DPI and partners’
feedback
*
*
*
*
*
Revise courses and
develop new courses
*
*
*
*
*
*
*
*
*
*
*
Apply for and receive
approval for new
courses from ECSU
required committees/
councils
*
*
*
Research and select
new course materials
*
*
*
*
*
*
*
*
*
*
*
With partners, create
rubrics for required
assignments
*
*
*
*
*
Pilot new required
assignments in current
courses
*
*
*
*
*
*
*
*
*
With partners, revise
assignments and
rubrics according to
*
*
*
*
*
*
*
30
lessons learned
With partners, select
student work to serve
as exemplars for major
evidences rubrics
*
*
*
*
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
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).
2
Elizabeth City State University
Middle Grades Education – Social Studies Concentration
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call
for re-visioned educator preparation programs. In January 2008, the State Board of Education
approved in concept, a new program approval process. The process focuses on outcomes, rather
than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater
institutional flexibility based on increased rigor and accountability. ECSU will continue to seek
national accreditation through the State’s partnership agreement with NCATE.
The new process consists of annual review of candidate’s evidence to ensure that he/she meet the
standards for teachers based on a rubric that is aligned with the inservice teacher evaluation
instrument. The annual reviews will be coordinated by the State Board of Education and will
utilize trained inservice educators and teacher educators. Through random sampling, each
specialty area program will be reviewed on a systematic basis when a critical mass of program
completers is reached, but at least once every seven years. Additionally, candidate on-the-job
performance and institutional involvement with and service to the public schools will be
considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s
mission with the program’s mission and the conceptual framework. The North Carolina
Professional Educator Standards and the following the programmatic themes are addressed
throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated
strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national
specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how
the proposed program has been re-visioned; B) How public school partners were involved in the
re-visioning of the program and how they will be involved in the delivery and evaluation of the
program; C) The electronic evidences the institution will use to demonstrate candidates meet the
standards with Section I, Section II, and Section III; and D) The timeline for implementation.
A. A description of how the proposed program has been re-visioned to reflect the North
Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions
embedded in them and the rationale for the changes, i.e., how the new program is
different from the current program, how it reflects the North Carolina Standards for
Teachers and the 21st century knowledge, skills, and dispositions embedded in the
standards, and why specific revisions are being made.
The Middle Grades Education Program with a Concentration in Social Studies has been re-
visioned to reflect the North Carolina Standards for Teaching, North Carolina Standards for
Middle Grades Mathematics approved January 2009, 21st Century knowledge, skills and
dispositions and changes recommended by Local Educational Agencies. Our current
3
program provides a bachelor’s degree in Middle Grades Education with a concentration in
Social Studies and a specialization in Language Arts.
Driven by the North Carolina State Board of Education’s mission and the standards
referenced above, in re-visioning, we focused on the need for deep content knowledge and
pedagogical skills that will enable Middle Grades Social Studies candidates to meet the needs
of a wide range of diverse learners. Therefore, instead of focusing on two content areas, our
re-visioned program will focus on one content area and will include a specialization that
focuses on Special Populations and Diversity.
To meet their general education core requirements, all students at Elizabeth City State
University must take sixteen hours of specifically required general education courses and
may choose from a list of course options the remaining courses to meet the 46 – 48 credit
hours required for general education. The Middle Grades Education Re-visioning Committee
identified from the list of course choices specific courses that candidates for a bachelors’
degree in Middle Grades Education with a concentration in Language Arts must complete to
meet the general education core requirements. Spanish I, Public Speaking, Personal
Financial Management and Global Studies were selected in order to ensure that 21st Century
Themes were integrated into the general education courses required of middle grades
candidates. As a result of integrating 21st Century themes from the beginning of candidates
education at ECSU and continuing them throughout the program, we will be able to ensure
that middle grades candidates graduate with the skills required of 21st Century Educators.
The attached matrix demonstrates how the current program is different from the proposed
and how it reflects the North Carolina Standards for Teachers and the 21st Century
knowledge, skills and dispositions embedded therein. A curriculum review was conducted
during the 2007-2008 academic year. As a result of the review, the following changes in the
Language Arts curriculum were approved during the spring of 2008 and became effective fall
2008: English 302 was discontinued as a requirement.
During our focus group sessions with leadership teams and middle grades educators from
systems across our twenty-one county area, three major needs emerged: effective classroom
management strategies, additional practical experience and the ability to actively engage all
learners. The attached matrix includes a change from the current three hour course entitled
EDUC 349, Classroom Management that requires ten hours of field experience to the
proposed three credit course, Positive Behavior Support (PBS) course that will be paired with
a two credit practicum course (SPED 347 Practicum II) that will require fifteen hours of field
application of concepts and theories learned in PBS. The proposed program for candidates
with concentrations in Middle Grades Mathematics reduces the number of field experience
hours in EDUC 201 Foundations of Education from twenty-five hours to twenty hours. The
total number of field experience hours will increase from 70 hours to 85 hours. In addition to
changes in the hours of field experience required for the various required courses, courses
requiring field experience will be grouped to provide additional hours of field experience
during the first semester of the year long U-Step internship that begins the semester prior to
student teaching. The number of courses designed to meet the diverse needs of students in
inclusive, heterogeneously grouped classrooms will increase from the three credits currently
required to 20 proposed credits.
4
The proposed changes are being made in order to produce candidates who are prepared to
carry out North Carolina State Board of Education’s mission of ensuring that one hundred
percent of public school students graduate from high school globally competitive for work
and higher education and prepared for life in the 21st Century. In order for our candidates to
produce 21st students, they must graduate from Elizabeth City State University as 21
st
Century Educators. Since the majority of public school classrooms in North Carolina are
inclusive classrooms, our re-visioned program will include specialized coursework, field
experience, practicum and real-world evidence based research experiences that are designed
to meet the needs of a broad population of students including the academically gifted,
learning disabled, ESL, regular education, and students with other special unique needs that
will better prepare candidates to actively engage all students in inclusive, heterogeneous
classrooms.
Because of budget constraints, no new courses are proposed to be added at this time. Course
content of existing courses will be revised to reflect the 21st Century Themes and to ensure
that technology is integrated across the curriculum. Departmental and school boundaries
have been invaded to meet the needs of Middle Grades candidates. For example, SOC 401,
The Family, taught in the sociology department, is listed as a proposed requirement for
Middle Grades Majors. This course will enable candidates to better understand the family,
diverse family structures and techniques and approaches for communicating effectively with
diverse families.
Social Studies Concentration
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
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
5
Professional Education Core
CURRENT PROPOSED
EDUC 349 Classroom Management 3 (See PBS under Special
Populations Specialization)
EDUC 201 Foundations of Education 3 Multicultural Foundations of
Education
3
PSY 302 Human Development 3 PSY Learning and Assessment 3
PSY 309 Educational Psychology 3
)READ 320 Teaching Reading in the
Content Area
3 (See Special populations
Specialization)
EDUC 400 Senior Seminar P/F EDUC 400 Senior Seminar P/F
EDUC 478 Seminar in Contemporary
Issues in Education
P/F EDUC 478 Seminar in Contemporary
Issues in Education
P/
EDUC 412 Middle Grades Methods 3 EDUC Internship I: U-STEP Part I:
Elementary and Middle
School Instructional Methods
in Mathematics
3
EDUC Observation and Supervision
of Student Teaching
12 EDUC Internship II: U-Step Part 2:
Clinical Practice
12
TOTAL 30 21
Specialty Area Core Course Requirements
Current Proposed
EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F
EDUC 349 Classroom Management 3 EDUC
EDUC 406 Young Adolescent Learner 3 EDUC The Young Adolescent Learner,
Student Centered Instructional
Strategies and Assessment
3
PSY 212 General Psychology 3
TOTAL 6 6
SOCIAL STUDIES CONCENTRATION
CURRENT PROPOSED
SOC 201 Introduction to Sociology 3
HIST 255 US History to 1877 3 HIST 255 US History to 1877 3
HIST 256 US History Since 1877 3 HIST 256 US history Since 1877 3
HIST 376 North Carolina History 3 HIST 376 North Carolina History 3
HIST 250 African American History 3 HIST 250 African American History 3
ECON 201 Principles of Economics 3 ECON 201 Principles of Economics 3
POLS 201 American National
Government
3 GEOG 201 World Geography 3
HIST 385 Modern Europe OR GLBS 320 World Societies and Cultures 3
HIST 386 Europe Since 1914 3 POLS 304 State and Local Government 3
HIST 397 Historical Methods and
Historiography
3
HIST 499 History Seminar 3
TOTAL 24 30
6
SPECIAL POPULATIONS AND DIVERSE LEARNERS SPECIALIZATION
SPED 346 Introduction to Special
Education/Laws
3 SPED 280 Introduction to Special Education
and Diverse Learners
3
SPED 340 Assessment 3
SPED 320 Assessing and Teaching
Intermediate Reading
3
SPED 301 Practicum 1(Assessing
andTeaching Reading)
1
READ 320 Teaching Reading in the Content
Area
3
SOC 401 The Family 3
SPED 450 Implementing Positive Behavior
Support Systems
3
SPED Practicum 2 (PBS) 2
TOTAL 3 21
Grand Total 126
B. How public school partners were involved in the re-visioning of the program and how they
will be involved in the delivery and evaluation of the program.
In addition to the involvement of Region One Superintendents and public school administrative
teams from across the region, the re-visioning of the Middle Grades Social Studies Program
included focus groups with current middle grades candidates, candidates completing student
teaching, graduates of the Middle Grades Education Program and current middle grades teachers.
In order to obtain a global perspective of needs and obtain public school input in the design of a
program that could enable candidates to realize the North Carolina State Board of Education’s
mission and produce 21st Century Educators capable of producing 21
st Century graduates,
specific focus groups were held with members of the leadership teams from four local
educational agencies. Results from all of the focus group discussions and surveys were
reviewed by the Middle Grades Education Re-Visioning Team along with the New Standards for
Teachers, standards approved for Middle Grades Language Arts by the North Carolina State
Board of Education in January 2009, 21st themes and the 21
st Century Educator’s model were
used to structure the proposed, revised Middle Grades Education Social Studies Program.
After feedback is received from the North Carolina State Review team this fall, the Middle
Grades Education Re-Visioning Team will continue to revise and field test the proposed Middle
Grades Education Social Studies program. We will continue to obtain evaluative input from
middle school leaders, practitioners, special education teachers, gifted educators and teachers of
English Language Learners as we seek to perfect the Middle Grades Social Studies Model. We
are hoping that the economic landscape in North Carolina will improve so that we may add
additional courses in the future. Facing a turbulent economic forecast, the program was re-
visioned based on current resources with the expectation that content in existing courses will
change dramatically.
The Middle Grades Education Re-visioning Team will become a fluid standing committee in the
Department of Teacher Education. In addition to assisting with a smooth transition in the
delivery of the re-visioned program, the team will be actively involved in ongoing formative and
summative assessments. The team will compare and contrast data on the performance of both
candidates as well as the students that they serve. Program adjustments will continue to be
driven by performance data.
7
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 Capstone
Research
Project/Paper
Candidates will design a culminating project
that is a research application in the specialty
area. The project must reflect a synthesis of
the depth of understanding and application of
content knowledge.
Required: 3b.1
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.
8
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
9
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.
#1 #2 #3 #4 #5 #6 #7 #8
10
NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS 2. Begins to develop professional relationships and networks.
#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
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.
#1 #2 #3 #4 #5 #6 #7 #8
11
NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS 2. Uses research-verified strategies to provide effective learning activities for students with
special needs.
#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
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
12
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
13
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
14
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
15
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.
Middle Grades Social Studies Concentration HIST 255 US History to 1877 3
HIST 256 US history Since 1877 3
HIST 376 North Carolina History 3
HIST 250 African American History 3
ECON 201 Principles of Economics 3
GEOG 201 World Geography 3
GLBS 320 World Societies and Cultures 3
POLS 304 State and Local Government 3
HIST 397 Historical Methods and Historiography 3
HIST 499 History Seminar 3
TOTAL 30
16
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 research, application, or curriculum project that will span two semesters beginning in
the first semester of the senior year. Candidates must decide on a focus and prepare a proposal
detailing their study. Candidates for a degree in Middle Grades Education with a concentration in
Social Studies must complete a yearlong “Capstone Research Project in order to graduate.
Through their yearlong “Capstone Research Project,” Middle Grades Social Studies candidates
will demonstrate proficiency in historical research, critical thinking, critical analysis, historical
writing techniques, technology integration and effective presentation before a panel of judges.
Candidates will be introduced to the project during Freshmen Seminar and will begin the initial
steps toward framing the project during their first history course. Detailed techniques and
approaches for completing the project will be provided in HIST 397, Historical Methods and
17
Historiography, a three credit course. Candidates will begin their actual research in HIST 397
and will complete it in HIST 499, History Seminar which is also a three credit course.
This project allows candidates to concentrate on developing a project of a novel and creative
nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-approved
and is developed through consultation with department faculty. The examination of the interest
area will begin with the research proposal which in turn will feed into the major written research
paper. The main theory requirement is a research paper in which the candidate will discuss a
theoretical issue relating directly to his/her research project.
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 content
knowledge. This synthesis requires that candidates demonstrate an appropriate level of social
studies content knowledge in the teaching specialty. Candidates are expected to align their
documentation of learning (DOL) research project with appropriate social studies specialty area
standards. Each candidate must select a topic, concept, or theme from their content area
preparation coursework that effectively demonstrates their depth of social studies content in at
least one of the following content area standards.
Standards for Social Studies Teacher Candidates
Standard 1. Culture and Cultural Diversity: People, Places, and Environments
Teacher candidates who teach social studies know and can facilitate learning about how culture and culture systems
function. They are able to teach about how human beings relate to their environment and the impact of that
relationship on culture.
Standard 2. Time, Continuity, and Change: Teacher candidates who teach social studies know and can facilitate
learning about historical periods and patterns. They teach about diverse perspectives and sources of information that
inform an understanding of the past, present, and future.
Standard 3. Economic, Scientific, and Technological Development
Teacher candidates who teach social studies know and can facilitate learning about how economic forces affect
individuals and communities and about the management of individual and collective resources in a global economy.
This includes the influence of science, technology, and ecologic interdependence on all aspects of human enterprise
including systems such as transportation, communication, health care, warfare, agriculture, and industry.
Standard 4. Individuals, Groups, and Institutions: Their Development and Identities
Teacher candidates who teach social studies know and can facilitate learning about how individual and collective
identities are shaped by groups and institutions.
Standard 5. Civic Ideals and Practices: Power, Authority, and Governance
Teacher candidates who teach social studies know and can facilitate learning about the principles of democracy and
human rights and about the variety of ways that governments, leaders, and citizens exercise power, develop laws,
and maintain order.
18
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 5) Presentation to an Audience.
19
#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions:
Evidence that demonstrates effective design of
classroom instruction based on research-verified practice.
It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1,
4d.1, 4e.1, 4f.1, 5c.1.
Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is
designed to meet the individual instruction needs of student in a heterogeneous classroom. The
specialty area unit plan may contain individual content lessons as well as integrated content
lessons (for example, music and social studies). The candidate must collaborate with colleagues
in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks
for the grade or course and determine a focus for the unit. The instructional plans within the unit
will be differentiated to show how candidates provide students with different avenues to
acquiring the designated content; to processing, constructing, or making sense of ideas; to
developing teaching activities and products so that all students in the classroom learn effectively
regardless of differences in ability; and to incorporate group input and feedback into the work as
teams collaborate and cooperate. Candidates’ units must include some essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by
degree of complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive
and globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and
integrate knowledge, and practice, review, and apply knowledge. Instruction may require
varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment
for different students in the classroom.
On-going assessment of student readiness and growth must be included for meaningful
and successful differentiation. Assessment should occur before, during, and following
instruction. Assessments may be paper or electronic, formal or informal, including
interviews, surveys, performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective
instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the
varying needs, interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting,
assessing and monitoring student performance, and communicating results. Candidates should
consult other specialists to assist in developing and varying instruction based on student needs.
20
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
demonstrate learning.
4b.1.Collaborates with colleagues to monitor candidates will collaborate with inservice teachers on goal
setting, assessing and monitoring student performance, and
21
student performance and make instruction
responsive to cultural differences and individual
learning needs.
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.
22
#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and
Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,
and dispositions in practice.
This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.
Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1,
4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1
1. Name of Evidence: LEA/IHE Certification of Teaching Capacity
2. Specific directions and/or requirements for the evidence provided to the candidates
Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation
Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or
Accomplished Candidate. To be recommended for licensure, a candidate must demonstrate
professional performance at no less than the Proficient Candidate level on each element and on
each standard.
The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher
Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures
by the school district and the university to certify to the state that the preservice candidate has
demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/
Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate
must meet each of the descriptors identified in the Teaching Certification document to be
recommended for licensure as well as all other state and institutional requirements. The
candidate’s signature does not imply agreement with the ratings. The signatures of the
cooperating teacher, principal (or designee), and university supervisor verify the accuracy of and
agreement with the ratings on each descriptor.
3. N/A
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.
23
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate
Evaluation Rubric for interim observations and reports.
24
#5 Required- Positive Impact on Student Learning
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.
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.
25
The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina
Teaching Standards the 21st Century Skills that impact student learning. Candidates will evaluate
the progress of P-12 students using a variety of assessment data to measure attainment of goals
outlined in the North Carolina Standard Course of Study. Since the candidate will take the lead
in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and
demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom
(1a.1). By working closely with their methods instructor and cooperating teacher in developing
and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand
the value of collaborating with colleagues in planning, monitoring student performance and
making data driven instructional decisions that are responsive to an individual student’s learning
needs (4b.1).
Candidates’ comprehensive assessment plan, driven by data and integrating technology (for
example, ClassScape), will demonstrate P-12 student achievement of higher order of thinking.
Technology will be used as a tool to research, organize, evaluate and communicate
Information. P-12 student work must show that data are gathered from formative assessments,
ongoing, and summative assessments. Candidate must show that they used the data to reflect
upon the points in the assessment and learning process where specific students and groups of
students began to show evidence of growth or difficulty in their learning and where candidates
made modifications to impact positively the students’ learning. By utilizing on-going research
based teaching strategies, creating a variety of authentic assessments and utilizing formative and
summative assessment data available through ClassScape and at the assigned P-12 public school,
the candidate will be able to plan and scaffold instruction appropriate to meet the individual
instructional needs of their students, reflect on their practice on an on-going basis, re-teach,
group, regroup, provide supports and facilitate learning for all students regardless of their diverse
backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used
to analyze student learning and chart a course to improve student learning (4h.1, 5a.1).
Throughout the process of developing, implementing, and evaluating their comprehensive
assessment plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate
21st Century Skills through incorporating global awareness, technology integration, media
literacy, critical thinking, problem solving and collaboration. The Comprehensive Assessment
Plan must provide opportunities for student collaboration and innovation. The Comprehensive
Plan itself will require candidates to demonstrate their ability to utilize 21st Century technology
(i.e. ClassScape), to communicate and collaborate effectively with a team of University and P-12
school personnel including their cooperating teacher, cooperating principal and university
supervisor. The plan will require candidates to include content such as global awareness.
ClassScape, an online classroom-based assessment system, will enable pre-service teachers to
achieve and maintain curriculum/ instructional alignment, assist them with identifying and
remediating individual and class weaknesses, and help them to differentiate instruction for
students who demonstrate mastery. Candidates will integrate the flow of information from a wide
variety of sources, ask significant questions that clarify various points of view that lead to better
solutions, and reflect critically on learning experiences. Throughout the process, candidates must
articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts including digital technologies (computers, PDAs, media
players, GPS, etc.), networking tools and social networks (4h.2).
26
By focusing on learning progressions and supports, the candidate will be able to assess the
students’ progress toward meeting individual, grade level and graduation goals and attaining 21st
Century knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,
mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The
rubric will be developed during the 2009-2010 academic year.
27
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman
Seminar. Research for their Candidate Leadership Project will begin in Multicultural
Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model,
candidates will design and implement a project as an apprentice to and in collaboration with their
advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need
identified in the selected school’s School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of
Ethics” and Standards for professional conduct, all leadership projects must be approved by a
Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to
implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II.
Candidate will be required to engage in collaborative and collegial professional learning
activities in understanding and evaluating the critical elements of the selected school’s school
improvement plan in order to determine what the needs are from the outset of the project (1b.1,
1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities
further as he/she selects an area of need and develops and implements an improvement plan for
ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is
identified in the selected school’s improvement plan and must be data driven. Data must also be
used throughout the project in order to validate that the selected intervention project for meeting
the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require
professional development on an on-going basis - prior to the development of the project, during
the development and implementation of the project and at the end of the project. The
professional development will begin with an overview of the school improvement planning
process and will be conducted by personnel from the selected school. During their field
experience, candidates will be required to become engaged in the school improvement process.
On-going professional development will be conducted collaboratively by ECSU faculty and LEA
personnel (1c.2). The Candidate Leadership Project will require involvement of the students’
families from the outset. Parental permission must be obtained for the project and the project
must include a component for collaborating with families (2e.1). Becoming a reflective
practitioner is one of the six elements of the conceptual framework of the School of Education &
Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything
28
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.
29
D. The timeline for implementation.
The re-visioned plan will be submitted to a committee of representatives of the NC Professional
Teaching Standards Commission, the State Evaluation Committee on Teacher Education,
individuals who have been involved in the development of the specialty area standards and
Department of Public Instruction stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be
refined and presented to the various committees at the University for approval. Assignments,
course rubrics, syllabi materials and resources will be researched, revised and field tested during
the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century
themes and new standards are appropriate for achieving the North Carolina State Board of
Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence
during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher
education program are expected to graduate by the summer of 2012. Continuous program
assessment with LEA partners and program improvements will be on-going. A more detailed
timeline follows below:
Timeline for Implementation
S
U
09
S O N D J F M A M
SU
10
S O N D
Revise program
blueprint according to
DPI and partners’
feedback
*
*
*
*
*
Revise courses and
develop new courses
*
*
*
*
*
*
*
*
*
*
*
Apply for and receive
approval for new
courses from ECSU
required committees/
councils
*
*
*
Research and select
new course materials
*
*
*
*
*
*
*
*
*
*
*
With partners, create
rubrics for required
assignments
*
*
*
*
*
Pilot new required
assignments in current
courses
*
*
*
*
*
*
*
*
*
With partners, revise
assignments and
rubrics according to
lessons learned
*
*
*
*
*
*
*
With partners, select
30
student work to serve
as exemplars for major
evidences rubrics
* * * *
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
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).
2
Elizabeth City State University
Music 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.
Music Education – The Program
The music department has significantly restructured its music education program to address the collective
vision for 21st Century Learning that can be used to strengthen the education system that will include
components of knowledge, skills, and dispositions. The collective vision encompasses the following six
areas: 21st Century Content, Learning and thinking skills, ICT Literacy, Life Skills, and 21
st Century
Assessments and Core Subjects.
To address the 21st Century content, the department has implemented an African African-American in
Music course and the Survey of Nonwestern Music to provide a global awareness of music that expands
the traditional Western emphasis. Also, in this area, music majors will address financial and business
awareness in completing assignments regarding music budgets and inventories that will be addressed in
3
the music method courses. The other components of the 21 Century content areas: Civic Literacy and
Health and Wellness awareness are addressed in selected General Education courses.
The Learning and Thinking Skills area comprises several skills which will be needed in the 21st Century:
critical-thinking, problem solving, communication, creative and innovating skills, collaboration,
contextual learning and information and media literacy. The arts, such as music have long since utilized
the skills in this area. Music students are expected to use critical-thinking and problem solving skills in
music theory or orchestration courses, where students have to analyze and write music. In these courses,
students have to employ decision-making techniques when being innovative in writing music, using
specific formulas. Further, when performing or listening to music, music students have to determine if
the music is performed correctly. So often, music students will be called upon to justify music or the arts
within the education system; therefore, music students must use good verbal or written communication
skills in addressing various populations within the school system. Regarding collaboration and context, all
music education courses are intertwined. Basically with theses courses, a set of music knowledge is
needed to progress successfully in required courses. In examining information and media literacy, music
students gain knowledge of professional journals, references, music books, and music scores that will
enhance further the study of music. Furthermore, in the music methods courses, students will more than
ever use the skills in this area when designing effective unit plan enabling the students in the public
school systems to have the propensity to be life-long learners or appreciators of music.
Music students must demonstrate their ICT Literacy by taking the newly restructured course: EDUC 203 -
Introduction to Computer Instructional Technology. In this course, students learn computer basics and
develop educational portfolios that will help them complete the requirements for North Carolina
technology proficiency. In addition, students employ and expand their knowledge of instructional
technology by using specific educational and music software in completing assignments required in music
courses such as methods, music theory and aural skills, music history, etc.
While serving in a professional student organization such as the Collegiate Music Educators National
Conference (CMENC), or completing method courses or clinical practice, music students have the
opportunity to demonstrate strong leadership skills. Leadership skills are a major component of Life
Skills. In order to be truly effective, music students will continue to develop leadership skills that will
help to organize their instruction and to serve as strong advocators for student learning.
Assessment is another important area for the 21st Century vision. Music students will be engaged in
assessment projects that will help them to diagnose areas of concern, design instruments, and offer
recommendation for various problems or situations. Music students will also engage in various
assessments/rubrics to measure cognitive, psychomotor and affective skills in the music classroom.
Various software programs will be utilized to create rubrics and/or to examine data.
In the area of Core Subjects, the Music Department has revamped the music education curriculum to
focus more on the basics of music and how to strengthen the facilitation of music instruction to match the
needs of P-12 education.
The 21st Century Vision is directly related to the five new music education standards. Theses standards
embody the standards deemed necessary for 21st century learning and teaching. Of the five standards,
three standards involving performance, music theory/aural skills, and music history are similar to the
4
previous standards for music education. However, for each of these three standards, a component was
added to address 21st century initiatives:
1. Performance – performing on an instrument and being able to analyze, interpret and evaluate
music and musical performances – (critical thinking) – courses include: applied music, and large and
small ensembles
2. Music theory/aural skills – demonstrating an understanding of 21st century music technology as a
vital delivery system for teaching and learning music. – Courses include all music theory and aural skills
classes.
3. Music History – using critical thinking in analyzing Western and non-Western music (Global
Emphasis) – courses include two music history classes of Western focus, one course in African-American
Music and one course in Non-western survey of music.
Two standards new to the teacher re-visioning process include the following:
1. Music teacher candidate possess an understanding of music through aesthetic experience and
critical and creative thinking. - Courses/assessments include music theory, music history, music methods,
applied and ensemble classes, and music juries.
2. Music teacher candidates develop and manage a program inclusive of the goals, values, and
purposes of music education. – Courses include music methods classes, choral and instrumental
conducting, and orchestration.
With these new standards, the music department will further restructure its curriculum for more emphasis
on projects/assignments where students will be able to demonstrate thinking skills to a higher level.
These assignments will comprise more reflection and self-evaluations. With the advent of these standards,
students will be able to voice and/or demonstrate these thought processes through verbal and artistic
means. For example, all music students, in readiness for the Senior Recital, will have to demonstrate their
understanding of the processes involved in planning a successful recital. Here, students will discuss
selection of music, technical proficiency needed in performing the repertoire, and analyzing music.
The new program will be different from the former program. There will be more changes in course
descriptions depicting critical and creative thinking, global diversity, varied technology use and problem
solving, financial management and justifying music programs.
In the total re-visioning process, the Music Department proposes the following changes:
1. Modifying current course descriptions to reflect 21st century standards.
2. Adding six additional hours to the student teaching course. (EDUC 443)
3. Changing the professional sequence to unify the alignment of all
professional education courses at ECSU.
4. Adding two additional music applied/ensemble courses to provide
additional practice in enhancing performances skills.
5. Currently, the music department is proposing changes in the General
5
Education process to accommodate the added six hours to the student
teaching course. The department proposes the substitution of the
following:
a. African-American Music for a Fine Arts Requirement
b. Music History in lieu of World Civilization
In the Professional Education Sequence, the following changes are made:
1. Six hours will be added to the student teaching course (EDUC 443) for a total number of 12
credit hours.
2. A test and measurement course will be added to ensure that teacher candidates will
demonstrate strategies in promoting a positive impact on student learning through assessment
(testing).
3. In the music method courses, teacher education candidates will have ample opportunity to
develop a music program that addresses program management.
4. Although music majors assist cooperating teachers in afternoon rehearsals, there will be
additional required collaborative projects with the school system that will reflect student
leadership.
Core Courses……………………………………………………………………………....................................43
MUS 101 Recital Attendance P/F
MUS 103 Aural Skills I 1
MUS 104 Aural Skills II 1
MUS 108 Music Theory I 2
MUS 109 Music Theory II 2
MUS 203 Aural Skills III 1
MUS 204 Aural Skills IV 1
MUS 208 Music Theory III 2
MUS 209 Music Theory IV 2
MUS Ensembles 6
MUS Piano Classes 4
MUS 305 Music History I 3
MUS 306 Music History II 3
MUS 307 A Study of Non-Western Music 1
MUSA Principal Instrument 13
MUS 400 Senior Recital 1
Related Courses (Required)…………………………………………………………………………………..13
Vocal Emphasis
MUS 126 Voice Diction 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Piano Emphasis
MUS 231 String Class 1
MUS 309 Form and Analysis 3
6
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 429 Piano Accompanying 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Instrumental Emphasis
MUS 123 Voice Class 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 447 Instrumental Techniques and Conducting 1
MUS 347 Percussion Class 1
MUS Small Ensemble 1
Professional Education Core
CURRENT PROPOSED
EDUC 203 Introduction to Computer
Instructional Technology
3
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of
Education
3
PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
EDUC 400 Senior Seminar P/F
SPED 346 Introduction to Special
Education Laws
3 SPED 280 Introduction to Special
Education and Diverse
Learners
3
EDUC 478 Seminar in Contemporary
Educational Issues
P?F EDUC 478 Seminar in Contemporary
Educational Issues
P/F
EDUC 428 Music Methods Elementary
School
3 EDUC 428 Internship I for yearlong
experience with Music
Methods
3
EDUC 429 Music Methods Secondary
School
3 EDUC 429 Internship I for yearlong
experience with Music
Methods
3
EDUC 443 Observation and
Supervision of Student
Teaching
6 EDUC 443 Internship II: Clinical Practice 12
7
ECSU MUSIC DEPARTMENT AND PUBLIC SCHOOL PARTNERS
During the re-visioning process, the Chair of the Music Department and faculty members polled area
schoolteachers about music preparation of teachers in the 21st century. Area music teachers are easily
assessable to us because faculty members regularly perform in a number of musical venues in town.
Also, faculty members often visit area school to talk with students and music teachers. Subsequently,
music graduates from ECSU are teaching either in high schools, middle schools or in elementary schools.
Conversations with these teachers focused on the need to have candidates spend more time in the
classroom before student teaching. Our colleagues in P-12 also wished to see students enhance their
performance skills. Seventy-five percent (75%) of the teachers polled indicated that more use of current
technology must be integrated into music lessons. One teacher commented that classroom management
and further development of lessons plans is a must. Finally, the sentiment shared by most of the teachers
indicates the need to develop newer strategies in teaching within an ever-increasing diverse climate.
Finally, one teacher expressed a concern students need to focus on budgets and advocacy of music
programs.
In addition, music department, in collaboration with the School of Education and Psychology, conducted
a survey to ascertain re-visioning responses from area music teachers. The Chairperson contacted the
Elizabeth City Pasquotank Central Office to solicit support from the Curriculum Specialist in contacting
area music teachers to complete the survey. The Curriculum Specialist indicated that this was a great
opportunity for area music teachers to comment about music education preparation at the university level.
Surveys were sent to fifteen music teachers. Out of the seven responders in the teacher category, four (4)
area music teachers were either band, choral or general music teachers. Area music teachers submitted
the following general responses:
1. Music teachers should be organized, fair, caring, respectful and knowledgeable.
2. Music teachers should be Energetic, technically skilled and competent.
3. Music teachers should well-grounded in classroom management.
4. Before student teaching, music students should volunteer and observe more in the public schools.
5. Prior to student teaching, music candidates should know how to use effective discipline measures.
6. In order to provide more preparation for undergraduates, the music department should implement
more hands-on learning experiences.
Based on the responses of area schoolteachers and other teachers polled in the survey, the Music
Department has proposed changes in the method courses and in ensemble and applied lessons. In the
method courses, instead of 10 hours of observations, 15 hours would be required. In addition, in the
revised method courses, more emphasis will be place on program development and financial
management. For ensemble courses, students will have the opportunity to conduct and discuss rehearsal
strategies with the instructor and/or their peers. In the individual applied lessons, teachers will focus in
strengthening performance skills.
Collaborative partnerships with P-12 schools will be strengthened for field experiences and clinical
practice. In addition, P-12 schools will continue to be involved annually with program coordinators and
program enhancements as well to make the transition from current standards to 21st Century Knowledge,
Skills and Dispositions.
8
Furthermore, P-12 teachers will be utilized to examine electronic portfolios and to offer comments or
critiques of our music students in the field.
9
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 Senior
Recital
Candidates will design a culminating project
that is a research application in the music
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.
10
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
11
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
12
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
13
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
14
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
15
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
16
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
17
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.
Core Courses……………………………………………………………………………....................................43
MUS 101 Recital Attendance P/F
MUS 103 Aural Skills I 1
MUS 104 Aural Skills II 1
MUS 108 Music Theory I 2
MUS 109 Music Theory II 2
MUS 203 Aural Skills III 1
MUS 204 Aural Skills IV 1
MUS 208 Music Theory III 2
MUS 209 Music Theory IV 2
MUS Ensembles 6
MUS Piano Classes 4
MUS 305 Music History I 3
MUS 306 Music History II 3
MUS 307 A Study of Non-Western Music 1
MUSA Principal Instrument 13
MUS 400 Senior Recital 1
Related Courses (Required)…………………………………………………………………………………..13
Vocal Emphasis
18
MUS 126 Voice Diction 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Piano Emphasis
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 429 Piano Accompanying 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Instrumental Emphasis
MUS 123 Voice Class 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 447 Instrumental Techniques and Conducting 1
MUS 347 Percussion Class 1
MUS Small Ensemble 1
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
19
Services and by the Office of Teacher Education upon completion of the field experience. A final
evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of
Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at
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)- Senior Recital
2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) Senior Recital is an advisor-approved
research, application, or curriculum project that will span two semesters beginning in the first semester of
the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. The
Senior Recital is the final musical assessment for graduation. The recital documents your understanding,
depth and breadth of musical content, of the works performed. This documentation will indicate your
proficiency depicted in the North Carolina Professional Teaching Standard #3.b. It is important that
teachers know the content applicable to their teaching specialty.
The Senior Recital represents your understanding of content knowledge through the choice of repertoire
and performance of the pieces. The Recital should evolve around your studies in music theory, ear
training, music history, applied music, non-western music, performance, and methodology.
The semester prior to the Senior Recital, a program is designed listing varied repertoire complete with
program notes. The Senior Recital includes music that represents various periods in history, cultures, and
composers. In planning your recital program, you may also include apiece written by you. A reflection
rubric/assessment describing the creative, technical and analysis process involved in preparing for the
recital is completed. The reflection component of the recital will answer specific questions regarding the
repertoire chosen. These questions will focus on, technical executions, and music literature analysis
(critical and creative thinking) and the historical significance of these selections. A panel of faculty
members (Recital Committee) will analyze your responses and submit a grade of P/F to the Senior Recital
Faculty member.
The Semester of the Senior Recital, a meeting with the Applied teacher and the Senior Recital Instructor
occurs to establish a hearing date and a final date for the Recital. The Senior Recital Hearing takes place
at least three weeks before the actual Senior Recital. An average score of 25 is required to pass the Senior
Recital Hearing and proceed with the Recital.
20
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) Senior Recital is an indepth study that reflects
a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that
candidates demonstrate an appropriate level of content knowledge in the teaching specialty.
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) Senior Recital Electronic Evidence #2.
21
#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions:
Evidence that demonstrates effective design of
classroom instruction based on research-verified practice.
It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1,
4e.1, 4f.1, 5c.1.
Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each
candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet
the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may
contain individual content lessons as well as integrated content lessons (for example, music and social
studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century
Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit.
The instructional plans within the unit will be differentiated to show how candidates provide students with
different avenues to acquiring the designated content; to processing, constructing, or making sense of
ideas; to developing teaching activities and products so that all students in the classroom learn effectively
regardless of differences in ability; and to incorporate group input and feedback into the work as teams
collaborate and cooperate. Candidates’ units must include some essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by degree of
complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive and
globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and integrate
knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks,
supports, materials, additional motivation, or adaptive/assistive equipment for different students in
the classroom.
On-going assessment of student readiness and growth must be included for meaningful and
successful differentiation. Assessment should occur before, during, and following instruction.
Assessments may be paper or electronic, formal or informal, including interviews, surveys,
performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective instructional
strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs,
interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and
monitoring student performance, and communicating results. Candidates should consult other specialists to
assist in developing and varying instruction based on student needs. Through this collaboration and
reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school
22
setting. The complete unit plan and a written reflection of the total experience will be required of each
teacher candidate. The complete unit plan and a written reflection of the total experience will be required of
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
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 Instruction may require varied tasks, supports, materials,
23
materials to meet the needs of all students. 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.
24
#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 university
supervisor assesses the candidates at the clinical experience site and does three visits with a final
evaluation.
25
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation
Rubric for interim observations and reports.
26
#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.
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
27
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 21
st Century Skills
through incorporating global awareness, technology integration, media literacy, critical thinking, problem
solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for student
collaboration and innovation. The Comprehensive Plan itself will require candidates to demonstrate their
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).
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.
28
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.
29
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar.
Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education
during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and
implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor
teacher and cooperating school that provides a solution to a need identified in the selected school’s
School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and
Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics
Committee composed of ECSU professors and LEA personnel prior to implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
Candidate will be required to engage in collaborative and collegial professional learning activities in
understanding and evaluating the critical elements of the selected school’s school improvement plan in
order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate
will collaborate and engage in professional learning activities further as he/she selects an area of need and
develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate
Leadership Project must be based on a need that is identified in the selected school’s improvement plan
and must be data driven. Data must also be used throughout the project in order to validate that the
selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate
Leadership Project will require professional development on an on-going basis - prior to the development
of the project, during the development and implementation of the project and at the end of the project. The
professional development will begin with an overview of the school improvement planning process and
will be conducted by personnel from the selected school. During their field experience, candidates will be
required to become engaged in the school improvement process. On-going professional development will
be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership
Project will require involvement of the students’ families from the outset. Parental permission must be
obtained for the project and the project must include a component for collaborating with families (2e.1).
Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of
Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of
everything that we do. The Candidate Leadership Project must include reflective journaling that will
include a pre, interim, and post reflective paper (5b.1).
30
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.
31
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
32
student work to serve
as exemplars for major
evidences rubrics
* * * *
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
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).
2
Elizabeth City State University
Comprehensive Social Studies
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 proposed program for the Comprehensive Social Studies (Secondary) program has
changed in the following manner and for the accompanying reasons.
3
a. The GE program has remained constant, with only the GE 142 Introduction to
Geography being changed to GEOG 201 within the Social Science electives,
leaving the Social Studies majors still taking 4 “electives” that are dictated (WCI,
WCII, GEOG 201 and PSYCH 212).
Rationale: PRAXIS II scores indicate poor performance on part of
candidates in the area of geography. Analysis of course contents from GE
142 and GEOG 201, as well as NCDPI standards, indicates that GEOG 201
better prepares candidates for the standards of 21st century knowledge in the
area of geography in the social studies at a secondary level.
b. The History content area courses will remain constant, but will shift the ECON
201 course from the sophomore year to the junior year in the curriculum guide.
Rationale: The PRAXIS II scores indicate a weakness in the area of
economics, as well as feedback from area teachers and from candidates in
the field. There was some discussion of adding another ECON course, but a
more viable suggestion supplied by LEA secondary social studies teachers
was to incorporate a seminar or methods lesson on teaching personal
finance, to meet the new standards from NCDPI.
c. Secondary Licensure Minor will need to be revised. These are as follows (most
of these suggestions are directly from the suggestions out of the SOEP and TEP.
However, some additional deletions and additions were suggested by candidates
and LEA members on the committee and from the surveyed LEAs.
Rationale – 1) SOEP/TEP considered the current 27 credit hours plus 6
credit hour load for a minor too heavy, 2) Need of SOEP to make all student
teaching 12 credit hours (uniformity within the program), 3) unanimous
agreement on the part of LEA committee members, candidates, and LEAs
surveyed that additional methods instruction needed to address the particular
unique planning and curriculum preparation for secondary block scheduling,
as well as increased instruction needed in secondary specific training.
Secondary Minor: Proposed changes – 27 credit hours (with 12 cr for student teaching)
d. Licensure Only program for Secondary Social Studies will undergo considerable
changes.
Rationale – the Secondary education changes above would necessitate
similar changes in the Licensure Only program and the need to provide for
an “alternative” to the undergraduate degree. Currently, the Licensure Only
program in Social Studies is similar to a History bachelor’s degree with a
secondary minor in education. This does not meet the call for an alternative
program from NCDPI. The proposed changes have been vetted by the LEA
4
committee members, the LEAs surveyed, as well as other university
members on the committee for Secondary Social Studies re-visioning.
Licensure Only: Proposed changes 27 credit hours of education courses
IF they have basic History surveys in their degree core: 36 credits in
history/pols/geo/econ
2 World History upper division courses (including option of Global Studies) 6
1 European History upper division course 3 preferably Middle Ages or Early Modern
2 American History upper division courses (one early and one recent) 6
2 Economics (macro and micro) 6
2 Political Science (POLS 301 and either 307 or 310) 6
1 Geography (World Regional) 3
HIST 200 Intro to History 3
HIST 397 – Historical Methods and Historiography 3
If they don’t have basic history surveys in their degree core, they will need to take those
PRIOR to admission to the LO program:
HIST 255 American History to 1877
Hist 256 American History Since 1877
Hist 250 or 251 Afro-American History to/Since 1877
World Civilization or Western Civilization
Comprehensive Social Studies
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
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
5
Current Proposed
GE 185 Health Concepts 2 GE 185 Health Concepts 2
Social and Behavioral Sciences 3 PSY 212 General Psychology 3
GE 141 Introduction to Geography 3 GEOG 201 World Geography 3
TOTAL 47 47
Professional Education Core Current Proposed
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of
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
SPED 280 Introduction to Special
Education and Diverse
Learners
3
EDUC 478 Seminar in Contemporary
Issues in Education
P/F EDUC 478 Seminar in Contemporary
Issues in Education
P/F
EDUC 430 Secondary Instructional
Methods in History
3 EDUC Internship I: U-STEP Part I:
Middle Grades and Secondary
Instructional Methods in
History/Social Studies
3
EDUC Observation and Supervision of
Student Teaching
6 EDUC Internship II: U-Step Part 2:
Clinical Practice
12
TOTAL 30 27
Specialty Area Core Course Requirements
Current Proposed
EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F
EDUC 349 Classroom Management 3 EDUC Positive Behavior Support 3
TOTAL 6 3
HISTORY Current Proposed
HIST 200 Introduction to History 3 HIST 200 Introduction to History 3
HIST 255 US History to 1877 3 HIST 255 US History to 1877 3
HIST 256 US History Since 1877 OR 3 HIST 256 US history Since 1877 3
3
HIST 251 African American History 3 HIST 250 African American History OR
African American History 251
3
HIST 250 African American History
POLS 201 American National
Government
3 POLS 201 American National Government 3
6
HIST 397 Historical Methods and
Historiography
3 HIST 397 Historical Methods and
Historiography
3
HIST 499 History Seminar 3 HIST 499 History Seminar 3
TOTAL 24 24
POLITICAL SCIENCE SPECIALTY AREA MUST SELECT THREE OF THE
FOLLOWING COURSES (9 CREDITS). Current Proposed
POLS 201 American National
Government
3 3 American National
Government
3
POLS 304 State and Local Government 3 POLS 304 State and Local Government 3
POLS 307 American Political Ideas 3 POLS 307 American Political Ideas 3
POLS 310 The American Presidency 3
POLS 483 International Relations 3 POLS 483 International Relations 3
POLS 403 American Foreign Policy 3 POLS 403 American Foreign Policy 3
PHIL 250 Introduction to Philosophy 3
TOTAL 9 9
HISTORY REQUIREMENTS / ELECTIVE OPTIONS FOR REQUIREMENTS: 24 credit
hours
“Electives”: Must Take Both Of The Following Courses - North Carolina History
Principles of Economics I:
Upper Division American History (MUST TAKE TWO – in addition to History of North
Carolina)
Current Proposed
HIST 376 North Carolina History 3 HIST 376 North Carolina History 3
HIST 376 North Carolina History
3 HIST 341 Colonial American Studies in
the Greater Atlantic World
1492-1763
3
ECON 201 Principles of Economics 3 HIST Early American History
(1607-1800 British American
History
3
HIST 19th
Century History 3
HIST Guilded Age and the
Progressive Era (1877-1929)
3
HIST Making of Modern America 3
HIST History of American Foreign
Relations to 1914 OR Since
1914
3
HIST Special Topics in African
American History
3
HIST Special Topics in American
History
3
TOTAL 6
7
UPPER DIVISION EUROPEAN HISTORY: MUST SELECT SIX CREDITS
RUSSIAN HISTORY MAY BE USED AS A EUROPEAN HISTORY OPTION – BUT CANNOT
BE USED FOR WORLD AND EUROPEAN.
HIST Ancient and Medieval
Civilization 800 B.C.E.-1350
CE
3 HIST Ancient and Medieval
Civilization 800 B.C.E.-1350
CE
3
HIST The Birth of Modern Europe 3 HIST The Birth of Modern Europe 3
HIST Modern European History
(1789- 1918)
3 HIST Modern European History
(1789- 1918)
3
HIST Europe Since 1918 3 HIST Europe Since 1918 3
HIST Special topics in European
History
3 HIST Special topics in European
History
3
TOTAL 6
UPPER DIVISION WORLD HISTORY: MUST SELECT SIX CREDITS
HIST History of Modern Asia 3 HIST History of Modern Asia 3
HIST Modern Russian History 3 HIST Modern Russian History 3
HIST Africa: Past and Present 3 HIST Africa: Past and Present 3
HIST History of the Middle East 3 HIST History of the Middle East 3
HIST History of Latin America 3 HIST History of Latin America 3
HIST Special topics in World
History
3 HIST Special topics in World History 3
HIST Special Topics in African
History
3 HIST Special Topics in African
History
3
TOTAL 6 TOTAL
B. How public school partners were involved in the re-visioning of the program and how
they will be involved in the delivery and evaluation of the program.
Public school partners were involved in the re-visioning of the program through the
following means. Formally, LEA members from 2 counties and 3 high schools (teaching in
the subject areas of US History, Honors social studies courses, Civics/Economics, and World
History), served on the committee for re-visioning. Informally, additional educators from
social studies were interviewed for their insights into possible structural changes and needs.
Objectively, a survey was sent out to nine different school systems from our region, most of
whom have placed our students teachers, for feedback on a survey about satisfaction and
possible changes to our curriculum. The data from the surveys, as well as the feedback from
the interviews and the ideas of the LEA committee members were incorporated into the
proposed changes. This process of soliciting feedback and insight into the program will
continue as the program is submitted for adoption, is implemented, and begins to generate its
own data for internal assessment. In this manner, our internal data will be supplemented by
professionals in the field who are working with our candidates.
8
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 Capstone
Thesis Project/Paper
Candidates will design a culminating project
that is a research project/ paper in the social
studies 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.
9
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
10
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.
#1 #2 #3 #4 #5 #6 #7 #8
11
NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS 2. Begins to develop professional relationships and networks.
#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
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.
#1 #2 #3 #4 #5 #6 #7 #8
12
NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS 2. Uses research-verified strategies to provide effective learning activities for students with
special needs.
#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
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
13
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
14
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
15
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
16
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.
HISTORY REQUIRED 24 credit hours: HIST 200: Introduction to History (3) HIST 250/251: Afro-American History I or II (to 1877 or Since 1877) (3) HIST 255: American History to 1877 (3) HIST 256: American History Since 1877 (3) HIST 397: Historical Methods and Historiography (3) HIST 499: Senior Seminar (3) ECON 201: Principals of Economics I (3) BFIN 210: Personal Financial Management (3) HIST 491: Teaching History (3) HISTORY required elective options 18 credit hours: Two Upper Division US History Courses (6) Two Upper Division European History Courses (6) Two Upper Division World History Courses (6)
17
Political Science Required upper division Courses (9 credit hours) from the following
selections: POLS 301: American National Government (3) POLS 304: State and Local Government (3) POLS 307: American Political Ideas (3) POLS 403: American Foreign Policy (3) POLS 483: International Relations (3) POLS 310: American Presidency (3)
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) Capstone
Thesis project/paper
2. The specific directions and/or requirements for the evidence provided to the candidates:
18
The Culminating Project-Documentation of Learning (DOL) Capstone Thesis project/paper
History an advisor-approved research project/paper. This project paper: Incorporates historical
methods, research/analysis on assigned topic in history, reflections, bibliography on topic,
editing and final copy (begun in HIST 397 to develop culminating project/paper for HIST 499;
used for Licensure Only Candidates and Candidates seeking a BA in History).
The History Research project begins with the HIST 200 course. Students learn how to develop
proper thesis statements, conduct objective research, using a wide selection of resources, and
how to properly cite from these varied resources. In the junior year, candidates take the HIST
397 Historical Methods and Historiography course. In this course, candidates select a specific
research topic (from previous research papers or a new topic) and begin the process of intensive
documentary research, analysis, and editing of their work, using technology to assist in research,
repeated editing, and in-class presentations. The final step of this project is conducted in the
Senior Seminar, HIST 499, which has the Senior Capstone Project/Paper as its final product.
Students are required to take their earlier paper project, extend the research to include extensive
primary documentary research, complex analysis, reorganization of paper structure, self-
assessments and peer assessments, final editing and revisioning. Students are required to make
public presentations of this project/paper as the culminating peer and professorial evaluation
step. Throughout this process, students are required to reflect upon the process and purpose of
the research and editing involved in the project.
The submitted evidence for Licensure Only Candidates and Undergraduate Candidates (in the
current and initially proposed structure) would be the culminating paper, with a powerpoint
presentation, self and peer assessments, as well as a reflection paper.
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) Capstone Thesis project/paper
History is an indepth study that reflects a synthesis of the depth of understanding and application
of content knowledge in social studies.
This synthesis requires that candidates demonstrate an appropriate level of content knowledge in
the social studies teaching specialty.
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) Capstone Thesis project/paper History Electronic Evidence #2. Assessments are based in part on principals of historical methods and
research, and in the final form, follow the Rubric designed for the program and this project.
19
#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.
20
As developing teachers, candidates will collaborate with inservice teachers on goal setting,
assessing and monitoring student performance, and communicating results. Candidates should
consult other specialists to assist in developing and varying instruction based on student needs.
Through this collaboration and reflection, each candidate will select a model lesson plan from the
unit that will be videotaped in the school setting. The complete unit plan and a written reflection of
the total experience will be required of each teacher candidate. The complete unit plan and a
written reflection of the total experience will be required of each teacher candidate. The unit will
be developed the semester prior to clinical practice and implemented during clinic practice. A
rubric will be developed for the unit and the written reflection.
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,
21
media players, GPS, etc.), networking tools, and social
networks. Technology will be used in getting students to
collaborate and solve problems and explore creative ways to
demonstrate learning.
4b.1.Collaborates with colleagues to monitor
student performance and make instruction
responsive to cultural differences and individual
learning needs.
candidates will collaborate with inservice teachers on goal
setting, assessing and monitoring student performance, and
communicating results; candidate must collaborate with
colleagues, developing teaching activities and products so that
all students in the classroom learn effectively regardless of
differences in ability
4c.1 Uses a variety of appropriate methods and
materials to meet the needs of all students.
Instruction may require varied tasks, supports, materials,
additional motivation, or adaptive/assistive equipment for
different students in the classroom.
4e.1 Integrates specific instruction that helps
students develop the ability to apply processes and
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.
22
#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and
Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,
and dispositions in practice.
This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.
Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1,
4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1
1. Name of Evidence: LEA/IHE Certification of Teaching Capacity
2. Specific directions and/or requirements for the evidence provided to the candidates
Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation
Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or
Accomplished Candidate. To be recommended for licensure, a candidate must demonstrate
professional performance at no less than the Proficient Candidate level on each element and on
each standard.
The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher
Candidate Evaluation Rubric. The Teaching Certification document is verified with signatures
by the school district and the university to certify to the state that the preservice candidate has
demonstrated proficiency in the big picture areas of Professionalism, Classroom Climate/
Culture, Instruction, Evaluation/Assessment, and Impact on Student Learning. The candidate
must meet each of the descriptors identified in the Teaching Certification document to be
recommended for licensure as well as all other state and institutional requirements. The
candidate’s signature does not imply agreement with the ratings. The signatures of the
cooperating teacher, principal (or designee), and university supervisor verify the accuracy of and
agreement with the ratings on each descriptor.
3. N/A
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
23
university supervisor assesses the candidates at the clinical experience site and does three visits
with a final evaluation.
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate
Evaluation Rubric for interim observations and reports.
24
#5 Required- Positive Impact on Student Learning
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.
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.
25
The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina
Teaching Standards the 21st Century Skills that impact student learning. Candidates will evaluate
the progress of P-12 students using a variety of assessment data to measure attainment of goals
outlined in the North Carolina Standard Course of Study. Since the candidate will take the lead
in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and
demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom
(1a.1). By working closely with their methods instructor and cooperating teacher in developing
and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand
the value of collaborating with colleagues in planning, monitoring student performance and
making data driven instructional decisions that are responsive to an individual student’s learning
needs (4b.1).
Candidates’ comprehensive assessment plan, driven by data and integrating technology (for
example, ClassScape), will demonstrate P-12 student achievement of higher order of thinking.
Technology will be used as a tool to research, organize, evaluate and communicate
Information. P-12 student work must show that data are gathered from formative assessments,
ongoing, and summative assessments. Candidate must show that they used the data to reflect
upon the points in the assessment and learning process where specific students and groups of
students began to show evidence of growth or difficulty in their learning and where candidates
made modifications to impact positively the students’ learning. By utilizing on-going research
based teaching strategies, creating a variety of authentic assessments and utilizing formative and
summative assessment data available through ClassScape and at the assigned P-12 public school,
the candidate will be able to plan and scaffold instruction appropriate to meet the individual
instructional needs of their students, reflect on their practice on an on-going basis, re-teach,
group, regroup, provide supports and facilitate learning for all students regardless of their diverse
backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used
to analyze student learning and chart a course to improve student learning (4h.1, 5a.1).
Throughout the process of developing, implementing, and evaluating their comprehensive
assessment plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate
21st Century Skills through incorporating global awareness, technology integration, media
literacy, critical thinking, problem solving and collaboration. The Comprehensive Assessment
Plan must provide opportunities for student collaboration and innovation. The Comprehensive
Plan itself will require candidates to demonstrate their ability to utilize 21st Century technology
(i.e. ClassScape), to communicate and collaborate effectively with a team of University and P-12
school personnel including their cooperating teacher, cooperating principal and university
supervisor. The plan will require candidates to include content such as global awareness.
ClassScape, an online classroom-based assessment system, will enable pre-service teachers to
achieve and maintain curriculum/ instructional alignment, assist them with identifying and
remediating individual and class weaknesses, and help them to differentiate instruction for
students who demonstrate mastery. Candidates will integrate the flow of information from a wide
variety of sources, ask significant questions that clarify various points of view that lead to better
solutions, and reflect critically on learning experiences. Throughout the process, candidates must
articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts including digital technologies (computers, PDAs, media
players, GPS, etc.), networking tools and social networks (4h.2).
26
By focusing on learning progressions and supports, the candidate will be able to assess the
students’ progress toward meeting individual, grade level and graduation goals and attaining 21st
Century knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,
mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The
rubric will be developed during the 2009-2010 academic year.
27
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
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
28
practitioner is one of the six elements of the conceptual framework of the School of Education &
Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything
that we do. The Candidate Leadership Project must include reflective journaling that will
include a pre, interim, and post reflective paper (5b.1).
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.
29
D. The timeline for implementation.
The re-visioned plan will be submitted to a committee of representatives of the NC Professional
Teaching Standards Commission, the State Evaluation Committee on Teacher Education,
individuals who have been involved in the development of the specialty area standards and
Department of Public Instruction stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be
refined and presented to the various committees at the University for approval. Assignments,
course rubrics, syllabi materials and resources will be researched, revised and field tested during
the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century
themes and new standards are appropriate for achieving the North Carolina State Board of
Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence
during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher
education program are expected to graduate by the summer of 2012. Continuous program
assessment with LEA partners and program improvements will be on-going. A more detailed
timeline follows below:
Timeline for Implementation
S
U
09
S O N D J F M A M
SU
10
S O N D
Revise program
blueprint according to
DPI and partners’
feedback
*
*
*
*
*
Revise courses and
develop new courses
*
*
*
*
*
*
*
*
*
*
*
Apply for and receive
approval for new
courses from ECSU
required committees/
councils
*
*
*
Research and select
new course materials
*
*
*
*
*
*
*
*
*
*
*
With partners, create
rubrics for required
assignments
*
*
*
*
*
Pilot new required
assignments in current
courses
*
*
*
*
*
*
*
*
*
With partners, revise
assignments and
rubrics according to
*
*
*
*
*
*
*
30
lessons learned
With partners, select
student work to serve
as exemplars for major
evidences rubrics
*
*
*
*
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*
1
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).
Elizabeth City State University
Middle Grades Education – Science Concentration
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call for re-visioned educator preparation programs. In January 2008, the State Board of Education approved in concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s partnership agreement with NCATE. The new process consists of annual review of candidate evidence to ensure that they meet the standards for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual reviews will be coordinated by the State Board of Education and will utilize trained inservice educators and teacher educators. Through random sampling, each specialty area program will be reviewed on a systematic basis when a critical mass of program completers is reached, but at least once every seven years. Additionally, candidate on-the-job performance and institutional involvement with and service to the public schools will be considered in continuing program approval. The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with the program’s mission and the conceptual framework. The North Carolina Professional Educator Standards and the following the programmatic themes are addressed throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how the proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program; C) The electronic evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II, and Section III; and D) The timeline for implementation. A. A description of how the proposed program has been re-visioned to reflect the North
Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in them and the rationale for the changes, i.e., how the new program is different from the current program, how it reflects the North Carolina Standards for Teachers and the 21st century knowledge, skills, and dispositions embedded in the standards, and why specific revisions are being made.
The Middle Grades Education Program with a Concentration in Science has been re-visioned to reflect the North Carolina Standards for Teaching, North Carolina Standards for Middle Grades Science approved January 2009, 21st Century knowledge, skills and dispositions and
2
changes recommended by Local Educational Agencies. Our current program provides a bachelors’ degree in Middle Grades Education with a concentration in Science and a specialization in Science. Driven by the North Carolina State Board of Education’s mission and the standards referenced above, in re-visioning, we focused on the need for deep content knowledge and pedagogical skills that will enable Middle Grades Science candidates to meet the needs of a wide range of diverse learners. Therefore, instead of focusing on two content areas, our re-visioned program will focus on one content area and will include a specialization that focuses on Special Populations and Diversity. To meet their general education core requirements, all students at Elizabeth City State University must take sixteen hours of specifically required general education courses and may choose from a list of course options the remaining courses to meet the 46 – 48 credit hours required for general education. The Middle Grades Education Re-visioning Committee identified from the list of course choices specific courses that candidates for a bachelors’ degree in Middle Grades Education with a concentration in Language Arts must complete to meet the general education core requirements. Spanish I, Public Speaking, Personal Financial Management and Global Studies were selected in order to ensure that 21st Century Themes were integrated into the general education courses required of middle grades candidates. By beginning to integrate 21st Century themes from the beginning of their education at ECSU and continuing them throughout the program, we could ensure that middle grades candidates graduate with the skills required of 21st Century Educators. The attached matrix demonstrates how the current program is different from the proposed and how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills and dispositions embedded therein.
During our focus group sessions with leadership teams and middle grades educators from systems across our twenty-one county area, three major needs emerged: effective classroom management strategies, additional practical experience and the ability to actively engage all learners. The attached matrix includes a change from the current three hour course entitled EDUC 349, Classroom Management that requires ten hours of field experience to the proposed three credit course, Positive Behavior Support course that will be paired with a two credit practicum course (SPED 347, Practicum II that will require fifteen hours of field application. The proposed program for candidates with concentrations in Middle Grades Mathematics reduces the number of field experience hours in EDUC 201 Foundations of Education from twenty-five hours to twenty hours. The total number of field experience hours will increase from 70 hours to 85 hours. In addition to changes in the hours of field experience required for the various required courses, courses requiring field experience will be grouped to provide additional hours of field experience during the first semester of the year long U-Step internship that begins the semester prior to student teaching. The number of courses designed to meet the diverse needs of students in inclusive, heterogeneously grouped classrooms will increase from the three credits currently required to 20 proposed credits.
3
The proposed changes are proposed in order to produce candidates who are prepared to carry out North Carolina State Board of Education’s mission of ensuring that one hundred percent of public school students graduate from high school globally competitive for work and higher education and prepared for life in the 21st Century. In order for our candidates to produce 21st students, they must graduate from Elizabeth City State University as 21st Century Educators. Since the majority of public school classrooms in North Carolina are inclusive classrooms, our re-visioned program will include specialized coursework, field experience, practica and real world evidence based research experiences that are designed to meet the needs of a broad population of students including the academically gifted, learning disabled, ESL, regular education, and students with other special unique needs that will better prepare candidates to actively engage all students in inclusive, heterogeneous classrooms. Because of budget constraints, no new courses are proposed to be added at this time. Course content of existing courses will be revised to reflect the 21st Century Themes and to ensure that technology is integrated across the curriculum. Departmental and school boundaries have been invaded to meet the needs of Middle Grades candidates. For example, SOC 401, The Family, taught in the sociology department, is listed as a proposed requirement for Middle Grades Majors. This course will enable candidates to better understand the family, diverse family structures and techniques and approaches for communicating effectively with diverse families.
Science Concentration
General Education Core Current and Proposed Changes
Current Proposed
GE 102 English Comp and Grammar 3 GE 102 English Comp and Grammar 3 GE 103 English Comp and Vocabulary 3 GE 103 English Comp and Vocabulary 3 GE Literature and Language 3 SPAN 101
Spanish I 3
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 GE 115 College Algebra 3 GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1 GE 152/L Natural Sciences and Math 3 GE 118 Pre-Calculus 3 GE 155 L Natural Sciences and Math 4 GE 152 L Principles of Physical Science 4 GE 140 World Civilization I 3 GE 140 World Civilization I 3 GE 141 World Civilization II 3 GE 141 World Civilization II 3 GE/PE PE Activities 2 GE PE PE Activities 2 GE Fine Arts and Communications 2 GE Fine Arts and Communications 2 GE
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 46 46
4
Professional Education Core
CURRENT PROPOSED EDUC 349 Classroom Management 3 (See PBS under Special
Populations Specialization)
EDUC 201 Foundations of Education 3 Multicultural Foundations of Education
3
PSY 302 Human Development 3 PSY Learning and Assessment 3 PSY 309 Educational Psychology 3
)READ 320 Teaching Reading in the Content Area
3 (See Special populations Specialization)
EDUC 400 Senior Seminar P/F EDUC 400 Senior Seminar P/F EDUC 478 Seminar in Contemporary
Issues in Education P?F EDUC 478 Seminar in Contemporary
Issues in Education P?F
EDUC 412 Middle Grades Methods 3 BIOL 492 Internship I: U-STEP Part I: Intermediate Methods in Intermediate Science Instruction
3
EDUC Observation and Supervision of Student Teaching
12 EDUC Internship II: U-Step Part 2: Clinical Practice
12
TOTAL 33 21
Specialty Area Core Course Requirements
Current Proposed EDUC 220 Sophomore Seminar P/F GE PRAXIS PREP I, II and/or III P/F EDUC 349 Classroom Management 3 EDUC EDUC 406 Young Adolescent Learner 3 EDUC The Young Adolescent Learner,
Student Centered Instructional Strategies and Assessment
3
PSY 212 General Psychology 3 TOTAL 6 6
SCIENCE CONCENTRATION
CURRENT PROPOSED
GE 152L Principles of Physical Science 4 GE 152L General Education Core GE 155 Principles of Biological
Science/Lab 4 GE 155L Principles of Biological
Science/Lab 4
GE 158L Principles of Geological Science/Lab
4 GE 158L Principles of Geological Science/Lab
4
CHEM 101L General Chemistry/Lab 4 CHEM 101L General Chemistry/Lab 4 ENSC 101L General Environmental
Science/Lab 4 ENSC 101L General Environmental
Science/Lab 4
BIOL 203/L General Botany/Lab OR 4 CHEM 102L General Chemistry II/Lab 4 GEOL 142L Physical Geology OR GEOL 140 Introduction to Earth Science 3 CHEM 102L General Chemistry II/Lab 4 MAS 333 Wetlands and Ocean Chemistry 3 PHY 203L Astronomy/Lab 4 GE 142 Introduction to Geography 3
MAS 224 Marine and Cultural Resources 3 TOTAL 28 TOTAL 32
5
SPECIAL POPULATIONS AND DIVERSE LEARNERS SPECIALIZATION
SPED 346 Introduction to Special Education/Laws
3 SPED 280 Introduction to Special Education and Diverse Learners
3
SPED 340 Assessment 3 SPED 320 Assessing and Teaching
Intermediate Reading 3
SPED 301 Practicum 1(Assessing andTeaching Reading)
1
READ 320 Teaching Reading in the Content Area
3
SOC 401 The Family 3 SPED 480 Advocacy and Collaboration 3
SPED 450 Implementing Positive Behavior Support Systems
3
SPED Practicum 2 (PBS) 2 TOTAL 3 24 Grand Total 129
B. How public school partners were involved in the re-visioning of the program and
how they will be involved in the delivery and evaluation of the program. How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program.
In addition to the involvement of public school partners on various administrative levels, the re-visioning of the Middle Grades Science Program included focus groups with current middle grades candidates, candidates completing student teaching, graduates of the Middle Grades Education Program and current middle grades teachers. In order to obtain a global perspective of needs and to obtain public school input in the design of a program that could enable candidates to realize the North Carolina State Board of Education’s mission and produce 21st Century Educators capable of producing 21st Century graduates, focus groups were held with members of the leadership teams from four local educational agencies. Results from all of the focus group discussions and surveys were reviewed by the Middle Grades Education Re-Visioning Team along with the New Standards for Teachers, standards approved for Middle Grades Science by the North Carolina State Board of Education in January 2009, 21st Century Themes and the 21st Century Educator’s model were used to structure the proposed, revised Middle Grades Education Science Program. After feedback is received from the North Carolina State Review team this fall, the Middle Grades Education Re-Visioning Team will continue to revise and field test the proposed Middle Grades Education Science program. We will continue to obtain evaluative input from middle school leaders and practitioners and from special education teachers and gifted educators as we seek to perfect the Middle Grades Science Model. The Middle Grades Education Re-visioning Team will become a fluid standing committee in the Department of Teacher Education. In addition to assisting with a smooth transition in the delivery of the program, the team will be actively involved in ongoing formative and summative assessments. The team will compare and contrast data on the performance of both candidates
6
7
and of the students that they serve. Program adjustments will continue to be driven by performance data.
8
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
Candidates will design a culminating project that is a research, application, or curriculum project in the specialty area. The project must reflect a synthesis of the depth of understanding and application of content knowledge.
Required: 3b.1
3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.
Differentiated Unit Plan Based on the North Carolina Essential Standards Course of Study
A comprehensive six weeks, unit plan will be developed that focuses on major concepts, begins with learner assessment data, and includes culturally-responsive teaching practices with differentiation designed to meet the needs of students.
Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1
4 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.2
LEA/IHE Certification of Teaching Capacity
State-required evaluation of the candidate completed by the institution and the cooperating teacher.
Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1
1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s). 2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.
Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards Addressed by the Evidence
5 Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
Comprehensive Assessment Plan
Candidates will develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, is used to inform instruction and uses multifaceted formative and summative assessments.
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
The chart that follows identifies where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section I . Each proficient descriptor will be addressed. The template reflects the alignment used by the institution.
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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KEY EVIDENCE(S) FROM SECTION I NORTH CAROLINA TEACHER STANDARD 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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KEY EVIDENCE(S) FROM SECTION I NORTH CAROLINA TEACHER STANDARD 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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KEY EVIDENCE(S) FROM SECTION I NORTH CAROLINA TEACHER STANDARD 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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KEY EVIDENCE(S) FROM SECTION I NORTH CAROLINA TEACHER STANDARD 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
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.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a sequence of specific course(s) through which the content knowledge is acquired. The combined sequence of courses and the grades earned in the specified courses along with the evidence projects included in this document demonstrate mastery of the content taught (3b1).
4. How will the evidence be evaluated by the institution? The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who signs the Application for
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Admission to the Teacher Education Program and by the Office of Teacher Education and the admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School Services and by the Office of Teacher Education upon completion of the field experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding of the degree.
#2 Required - Content Knowledge Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area. This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) 2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research, application, or curriculum project that will span two semesters beginning in the first semester of the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. Candidates may complete the project as an individual or in a group. If done as a group project, each candidate must complete and present a clearly defined individual part. The candidate will conduct an indepth study of his/her specific interest area. The study must include a strand showing global, multi-ethnic involvement. Candidates must demonstrate knowledge of discipline-specific technology as well as technology for communication and management. The culminating project is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. Within the contextual focus area, the candidate will use critical thinking and problem-solving skills to apply his/her expertise learned in the major studies to real-world school and/or community issues. The project can take any number of forms. For example, it might be a design and implementation project, a theoretical or philosophical analysis of a particular problem or issue, or development of hyper-media materials.
The project must include a written research paper that incorporates multiple perspectives, not just Eurocentric. The project is intended to be innovative, creative, and an original work. The final product should be clearly presented in a specified form, suitable for inclusion in an electronic/professional portfolio or other permanent record. Completed projects must demonstrate that the candidate:
• Uses research and inquiry methods appropriate to the specialty area project; • Commands a thorough understanding of the specialty content area; • Links and draws upon central strands within specialty area coursework in the conception and
execution of the project;
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• Accesses and uses current and foundational literature in the specialty area; • Expresses the nature, means and intent of the project with clarity; • Uses comparative analyses of verified-research approaches to propose best techniques for
mastery of learning; • Advocates for engaging the disenfranchised into high quality learning in the specialty area.
The project allows candidates to concentrate on developing a project of a novel, creative, and individual and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-approved and is developed through consultation with department faculty. The examination of the interest area will begin with the research proposal which in turn will feed into the major written research paper. The main theory requirement is a research paper in which the candidate will discuss a theoretical issue relating directly to his or her research project. Candidates will use information and communications technology to present their research paper to a workshop group during the latter part of the first semester. This high quality multimedia presentation must accompany the oral presentation. The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper; 3) Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText Portfolio. However, Electronic Evidence #2 is comprised of components one, two, and five as evidence for documentation of learning. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II; and
The Culminating Project-Documentation of Learning (DOL) is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that candidates demonstrate an appropriate level of content knowledge in the teaching specialty.
4. How the evidence is/will be evaluated by the institution. A team of faculty members and LEA partners develop rubrics that will be used for the Culminating Project-Documentation of Learning (DOL) Electronic Evidence #2 components of 1) Research Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.
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#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice. It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1. Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may contain individual content lessons as well as integrated content lessons (for example, music and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit. The instructional plans within the unit will be differentiated to show how candidates provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability; and to incorporate group input and feedback into the work as teams collaborate and cooperate. Candidates’ units must include some essential features such as:
• All learners have set goals and are engaged in the learning activity. • The lesson content should address the same concepts with all students but be adjusted by degree
of complexity for the diversity of learners in the classroom. • Critical and creative thinking must be designed in lessons for the culturally-responsive and
globally-connected classroom. • Incorporate evidence-based instructional strategies that help students acquire and integrate
knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.
• On-going assessment of student readiness and growth must be included for meaningful and successful differentiation. Assessment should occur before, during, and following instruction. Assessments may be paper or electronic, formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures.
• Pre- and on-going assessment are essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results. Candidates should consult other specialists
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to assist in developing and varying instruction based on student needs. Through this collaboration and reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school setting. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented during clinic practice. A rubric will be developed for the unit and the written reflection. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II: The unit will address the following descriptors as denoted by the terms below selected from the Specific directions section above:
NCPTS Element Specific Directions Selections 1a.2 Draws on appropriate data to develop classroom and instructional plans
Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. standards and benchmarks for the grade or course; Pre- and on-going assessment
2b.3 Understands the influence of diversity and plans instruction accordingly
The lesson content should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.
2d.1 Cooperates with specialist and uses resources to support the special learning needs of all students.
Candidates should consult other specialists to assist in developing and varying instruction based on student needs.
3a.1 Develops and applies lessons based on the North Carolina Standard Course of Study
reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course
3c.1 Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.
integrated content lessons (for example, music and social studies)
3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for the culturally-responsive and globally-connected classroom.
3d.1 Integrates 21st century Skills and content instruction.
reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit
4a.1 Identifies developmental levels of individual students and plans instruction accordingly.
assessment … essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.
4a.2 Access and uses resources needed to address strengths and weaknesses of students.
4d.1 Integrates technology to maximize students’ learning
4b.1.Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.
candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results; candidate must collaborate with colleagues, developing teaching activities and products so that all students in the classroom learn effectively regardless of
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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 an agreement with the ratings on each descriptor. 3. N/A 4. How the evidence is/will be evaluated by the institution. During the clinical practice semester, cooperating teachers and university supervisors provide early and ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept feedback, and sensitivity to individual differences in students. Assessments occur through progress reports and formative and summative evaluations. During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the candidates three times with a final evaluation at the end of the clinical experience. The university supervisor assesses the candidates at the clinical experience site and does three visits with a final evaluation.
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A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation Rubric for interim observations and reports.
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#5 Required- Positive Impact on Student Learning Positive Impact on Student Learning: Evidence that demonstrates impact on student learning. It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. Descriptors addressed IF different from those recommended:
1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and supports.
2. Specific directions and/or requirements for the evidence provided to the candidates. Candidates will be required to develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, and is used to inform instruction. This plan will focus on assessment for learning, not just assessment of learning. The plan will utilize ongoing authentic assessments and will include formative assessments, benchmark assessments and statewide summative assessments that are proposed as a part of the North Carolina Department of Public Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to utilized benchmarking tools that will supply candidates with learning tasks aligned to the North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be utilized by the student teacher/clinical intern to drive instruction during clinical practice. Candidates will serve as emotional and intellectual guides for students as they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor, parents and the students themselves will utilize the plan to closely monitor academic progress and to focus on areas that need improvement. In this way, the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students will know what good work looks like and progresses toward closing the achievement gap. The formative assessment plan will focus on assessment rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes, take and retake tests and make continuous improvements. Software tools will be used for records maintenance and for close, continuous contacts with students and parents. The assessment plan will be developed during the first semester of the year-long U-Step Internship Experience while the candidate continues to learn as an apprentice under the leadership and guidance of his/her methods instructor from the university and cooperating/ mentor teacher from the LEA.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching Standards that impact student learning. Since the candidate will take the lead in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom) (1a.1). By working closely with their methods instructor and cooperating teacher in developing and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in
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planning, monitoring student performance and making data driven instructional decisions that are responsive to an individual student’s learning needs (4b.1). By utilizing different methods, creating a variety of authentic assessments and utilizing formative and summative assessment data available at the school, the candidate will be able to plan instruction appropriate to meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group, provide supports and facilitate learning for all students regardless of their diverse backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to analyze student learning and chart a course to improve student learning (4h.1, 5a.1). By focusing on learning progressions and supports, the candidate will be able to assess the students’ progress toward meeting individual, grade level and graduation goals and attaining 21st Century knowledge, skills and dispositions (5a.1). 4. How the evidence will be evaluated by the institution. A team of faculty members will utilize rubrics for pre, mid-term and final assessments of the Comprehensive Assessment Plan.
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#6 Required-- Leadership and Collaboration Leadership and Collaboration: Evidence that demonstrates leadership and collaboration. It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project 2. Specific directions and/or requirements for the evidence provided to the candidates. The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need identified in the selected school’s School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. Candidate will be required to engage in collaborative and collegial professional learning activities in understanding and evaluating the critical elements of the selected school’s school improvement plan in order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities further as he/she selects an area of need and develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is identified in the selected school’s improvement plan and must be data driven. Data must also be used throughout the project in order to validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require professional development on an on-going basis - prior to the development of the project, during the development and implementation of the project and at the end of the project. The professional development will begin with an overview of the school improvement planning process and will be conducted by personnel from the selected school. During their field experience, candidates will be required to become engaged in the school improvement process. On-going professional development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership Project will require involvement of the students’ families from the outset. Parental permission must be obtained for the project and the project must include a component for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything that we do. The Candidate Leadership Project must include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).
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4. How the evidence will be evaluated by the institution. A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior year, first semester of the senior year and second semester of the senior year respectively. Checkpoints will increase in intensity each semester with a deadline for completion of the project set for the end of the first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU professors and LEA personnel representing the candidates’ major, specialty area and the cooperating LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.
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D. The timeline for implementation. The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have been involved in the development of the specialty area standards and Department of Public Instruction stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and presented to the various committees at the University for approval. Assignments, course rubrics, syllabi materials and resources will be researched, revised and field tested during the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are appropriate for achieving the North Carolina State Board of Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and program improvements will be on-going. A more detailed timeline follows below:
Timeline for Implementation S
U 09
S O N D J F M A M
SU10
S O N D
Revise program blueprint according to DPI and partners’ feedback
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Revise courses and develop new courses
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*
Apply for and receive approval for new courses from ECSU required committees/ councils
*
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Research and select new course materials
*
*
*
*
*
*
*
*
*
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With partners, create rubrics for required assignments
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Pilot new required assignments in current courses
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*
*
With partners, revise assignments and rubrics according to lessons learned
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*
With partners, select
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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
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Begin full implementation of approved program
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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 21st Century knowledge, skills, and dispositions (4h2).
Elizabeth City State University
Comprehensive Science
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the State’s call for re-visioned educator preparation programs. In January 2008, the State Board of Education approved in concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s partnership agreement with NCATE. The new process consists of annual review of candidates’ evidence to ensure that they meet the standards for teachers based on a rubric that is aligned with the in-service teacher evaluation instrument. The annual reviews will be coordinated by the State Board of Education and will utilize trained in-service educators and teacher educators. Through random sampling, each specialty area program will be reviewed on a systematic basis when a critical mass of program completers is reached, but at least once every seven years. Additionally, candidate on-the-job performance and institutional involvement with and service to the public schools will be considered in continuing program approval. The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with the program’s mission and the conceptual framework. The North Carolina Professional Educator Standards and the following the programmatic themes are addressed throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how the proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program; C) The electronic evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II, and Section III; and D) The timeline for implementation. A. A description of how the proposed program has been re-visioned to reflect the North Carolina
Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in them and the rationale for the changes, i.e., how the new program is different from the current program, how it reflects the North Carolina Standards for Teachers and the 21st century knowledge, skills, and dispositions embedded in the standards, and why specific revisions are being made.
The major in Comprehensive Science has been re-visioned to reflect the North Carolina Professional Teaching Standards (NCPTS), North Carolina Secondary Science (including middle school and high school) Specialty Standards, 21st Century Framework knowledge, skills and dispositions and changes recommended by Local Educational Agencies (LEAs). Driven by the North Carolina State
2
Board of Education’s mission and the standards referenced above, in re-visioning, we focused on the need for deep content knowledge and pedagogical skills that will enable candidates to meet the needs of a wide range of diverse learners. All levels of Elizabeth City State University’s (ECSU) academic programs engaged in the re-visioning process. To meet their general education core requirements, all students must take sixteen hours of specifically required general education courses and may choose from a list of course options the remaining courses to meet the 46 – 48 credit hours required for general education. The major in Comprehensive Science with a minor in Secondary Education Re-visioning Committee identified from the list of course choices specific courses that candidates for the bachelors’ degree must complete to meet the general education core requirements. By beginning to integrate 21st Century themes from the beginning of their education at ECSU and continuing them throughout the program, we could ensure that candidates graduate with the skills required of 21st Century educators. Beginning in the freshman year, potential candidates take Freshman Seminar in which they are immersed in the financial literacy module, personal and social responsibility module, and ethical behavior module. The EDUC 203 technology course will be moved to general education requirements to satisfy an ECSU requirement for technology. During focus group sessions with leadership teams, educators from systems across the service area, and department members the following needs emerged: additional practical experience, ability to actively engage all learners, and ability of candidates to actively engage the family and community in their children’s education. In addition to changes in the hours of field experience required for the various required courses, courses requiring field experience will be grouped to provide additional hours of field experience during the year long internship that begins the semester prior to student teaching. Changing from one semester focused on honing clinical practice/teaching skill to more time in real classrooms in the first semester is a major change. So, the senior year will have Internship I the first semester and Internship II (full-time clinical practice) during the second semester. Internship II will carry 12 semester hours instead of the current 6 semester hours. The psychology courses, Human Development and Educational Psychology, will be dropped and a new course Child Development for Learning and Assessment will be added. This course will have a defined product outcome to assist candidates with required evidences. The sciences departments (Biology and Chemistry, Geology, and Physics) conducted a curriculum audit looked at its area schools’ needs and saw a need to restructure its programs and courses. The primary change is from having only one science with teacher licensure—Biology—to having a Comprehensive Science Program with four concentrations—Biology, Chemistry, Earth and Environmental Science, and Physics. In addition to restructuring the content of many courses, to enhance content knowledge, some courses were changed from three credits to four credit courses. Instead of meeting three days per week, these courses currently meet four days per week. This rigorous course content will enable candidates to better prepare their students for the new essential standards and to prepare the candidates themselves for national exams (e.g., graduate admissions exams).
3
The following tables demonstrate how the current program is different from the proposed and how it reflects the North Carolina Standards for Teachers and the 21st Century knowledge, skills and dispositions embedded therein. A curriculum review was conducted during the 2008-2009 academic year. The sciences departments (Biology and Chemistry, Geology, and Physics) have revised their course content to address the new standards adopted by the State Board of Education. The incorporation of these new standards in the Comprehensive Science curriculum will aid in producing a much better prepared candidate.
Comprehensive Science Program
Secondary Education Minor
General Education Core -- Proposed Changes A. General Education courses 45 sh
Course Title Sem. Hours GE102 Composition and Literature 3
GE115 College Algebra 3
SPCH214 College Speech 2
GE140 World Civilizations 1 3
GE Physical Education Activity 1
GE122 Freshman Seminar 1
GE103 Composition and Literature 2 3
GE185 Health Concepts 2
GE118 Precalculus 3
GE141 World Civilizations 2 3
GE142 Introduction to Geography 3
GE201 World Literature 1 3
GE Physical Education Activity 1
GE Fine Arts and Communications 2
SPAN101 Spanish I 3
EDUC202 Sophomore Seminar P/F
GE158/l Principles of Geological Sciences 4
PSY212 General Psychology 3
EDUC 203 Intro to Computer Instructional Technology 3
B. Major Core Requirements 24 sh BIOL 101 General Biology for Majors I 4 BIOL 102 General Biology for Majors II 4 CHEM 101 General Chemistry I 3 CHEM 101L General Chemistry Lab I 1
4
CHEM 102 General Chemistry II 3 CHEM 102L General Chemistry Lab II 1 MATH 165 Calculus of the Single Variable I 4 ENSC 101 General Environmental Science 3 ENSC 101L General Environmental Science Lab 1
Physics is required for each of the concentrations. It appears in Section C with the concentration courses.
C. Related Area Course Requirements (Biology) 30 sh PHYS 181 General Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 182 General Physics II 3 PHYS 182L General Physics II Lab 1 CHEM 301 Organic Chemistry I 3 CHEM 301L Organic Chemistry Lab I 1 CHEM 302 Organic Chemistry II 3 CHEM 302L Organic Chemistry Lab II 1 BIOL 207 Human Anatomy 4 BIOL 307 Human Physiology 4 BIOL 210 Genetics 3 BIOL 352 Frontiers in Molecular Biology 3
C. Related Area Course Requirements (Chemistry) 31 sh PHYS 181 General Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 182 General Physics II 3 PHYS 182L General Physics II Lab 1 MATH 265 Calculus of the Single Variable II 4 CHEM 301 Organic Chemistry I 3 CHEM 301L Organic Chemistry Lab I 1 CHEM 302 Organic Chemistry II 3 CHEM 302L Organic Chemistry Lab II 1 CHEM 202 Quantitative Analysis 3 CHEM 202L Quantitative Analysis Lab 1 CHEM 401 Biochemistry 3 CHEM 401L Biochemistry Lab 1 CHEM 205 Inorganic Chemistry 3
C. Related Area Course Requirements (Physics) 31sh
5
PHYS 191 University Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 192 University Physics II 3 PHYS 182L General Physics II Lab 1 MATH 265 Calculus of the Single Variable II 4 MATH 267 Calculus of the Several Variables III 4 PHYS 201 Mechanics I 3 PHYS 202 Mechanics II 3 PHYS 301 Electricity and Magnetism I 3 PHYS 302 Electricity and Magnetism II 3 PHYS 310 Optics 3
D. Related Area Course Requirements (Earth and Environmental Science) 30 sh PHYS 181 General Physics I 3 PHYS 181L General Physics I Lab 1 PHYS 182 General Physics II 3 PHYS 182L General Physics II Lab 1 MAS 331 Marine Biology 3 MAS 333 Wetlands and Ocean Chemistry 4 MAS 402 Physical Oceanography 3 GEOL 143 Historical Geology 3 GEOL 341 Mineralogy 3 GEOL 332 Geomorphology 3 GEOL 440 Structural Geology 3
6
Current and Proposed Changes Professional Education Core
CURRENT PROPOSED
EDUC 203 Introduction to Computer Instructional Technology
3
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of Education
3
EDUC 479 Multicultural Education 3 PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment 3
PSY 309 Educational Psychology 3 READ 320 Teaching Reading in the
Content Area 3 READ 320 Teaching Reading in the
Content Area 3
SPED 346 Introduction to Special Education Law
3 SPED 280 Introduction to Special Education and Diverse Learners
3
EDUC 400 Senior Seminar P/F EDUC 478 Seminar in Contemporary
Educational Issues P/F EDUC 478 Seminar in Contemporary
Educational Issues P/F
EDUC 430 Secondary Instructional Methods
3 EDUC Internship I for yearlong experience with English Methods and Secondary Instructional Methods in Mathematics
3
EDUC 478 Observation and Supervision of Student Teaching
6 EDUC 469 Internship II: Clinical Practice 12
TOTAL 30 27
B. How public school partners were involved in the re-visioning of the program and how they will be
involved in the delivery and evaluation of the program.
Focus groups were held with members of the leadership teams from four local educational agencies in order to obtain a broad-based perspective of needs. This LEA feedback was necessary for designing a program that could enable candidates to realize the North Carolina State Board of Education’s mission and produce 21st Century educators capable of producing 21st Century graduates.
In addition to the involvement of public school partners on various administrative levels, the re-visioning of the program included focus groups with current candidates, candidates completing student teaching, completers of the program, and current teachers. Responses to the online survey were negligible but face-to-face sessions were more productive. The teachers were asked to make recommendations as to how the university and the public schools might best collaborate to strengthen the program. Results from the group discussions and surveys were reviewed by the re-visioning team along with the New Professional Teacher Standards, specialty standards, 21st themes and the 21st Century Educator’s model were used to structure the proposed, revised Secondary Comprehensive Science Education Program.
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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 Learners
Candidates will design a culminating project that is a research, application, or curriculum project in the specialty area. The project must reflect a synthesis of the depth of understanding and application of content knowledge.
Required: 3b.1
3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.
Differentiated Unit Plan Based on the North Carolina Essential Standards Course of Study
A comprehensive six weeks, unit plan will be developed that focuses on major concepts, begins with learner assessment data, and includes culturally-responsive teaching practices with differentiation designed to meet the needs of students.
Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1
4 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.2
LEA/IHE Certification of Teaching Capacity
State-required evaluation of the candidate completed by the institution and the cooperating teacher.
Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1
1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s). 2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.
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Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards Addressed by the Evidence
5 Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
Comprehensive Assessment Plan
Candidates will develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, is used to inform instruction and uses multifaceted formative and summative assessments.
Recommended: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1
6 Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
Candidate Leadership Project
Candidates will design and implement a project as an apprentice to and in collaboration with their advisor, university supervisor, and cooperating teacher that demonstrates knowledge, skills and dispositions in leadership and collaboration.
Recommended: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1
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SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS
In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section I . Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template submitted MUST reflect the alignment used by the institution.
NORTH CAROLINA TEACHER STANDARD
KEY EVIDENCE(S) FROM SECTION I DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS 1. TEACHERS DEMONSTRATE LEADERSHIP a. Teachers lead in their classrooms.
1. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study.
2. Draws on appropriate data to develop classroom and instructional plans.
3. Maintains a safe and orderly classroom that facilitates student learning.
4. Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers demonstrate leadership in the school.
1. Engages in collaborative and collegial professional learning activities.
2. Identifies the characteristics or critical elements of a school improvement plan.
3. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
c. Teachers lead the teaching profession.
1. Participates in professional development and growth activities.
2. Begins to develop professional relationships and networks.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
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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
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.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a sequence of specific course(s) through which the content knowledge is acquired. The combined sequence of courses and the grades earned in the specified courses along with the evidence projects included in this document demonstrate mastery of the content taught (3b1).
4. How will the evidence be evaluated by the institution? The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who signs the Application for
17
Admission to the Teacher Education Program and by the Office of Teacher Education and the admissions committee. At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of School Services and by the Office of Teacher Education prior to approval for beginning the year long U-Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School Services and by the Office of Teacher Education upon completion of the field experience. A final evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at Elizabeth City State University votes on all candidates prior to the awarding of the degree.
#2 Required - Content Knowledge Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area. This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) 2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) is an advisor-approved research, application, or curriculum project that will span two semesters beginning in the first semester of the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. Candidates may complete the project as an individual or in a group. If done as a group project, each candidate must complete and present a clearly defined individual part. The candidate will conduct an indepth study of his/her specific interest area. The study must include a strand showing global, multi-ethnic involvement. Candidates must demonstrate knowledge of discipline-specific technology as well as technology for communication and management. The culminating project is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. Within the contextual focus area, the candidate will use critical thinking and problem-solving skills to apply his/her expertise learned in the major studies to real-world school and/or community issues. The project can take any number of forms. For example, it might be a design and implementation project, a theoretical or philosophical analysis of a particular problem or issue, or development of hyper-media materials.
The project must include a written research paper that incorporates multiple perspectives, not just Eurocentric. The project is intended to be innovative, creative, and an original work. The final product should be clearly presented in a specified form, suitable for inclusion in an electronic/professional portfolio or other permanent record. Completed projects must demonstrate that the candidate:
• Uses research and inquiry methods appropriate to the specialty area project; • Commands a thorough understanding of the specialty content area; • Links and draws upon central strands within specialty area coursework in the conception and
execution of the project;
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• Accesses and uses current and foundational literature in the specialty area; • Expresses the nature, means and intent of the project with clarity; • Uses comparative analyses of verified-research approaches to propose best techniques for
mastery of learning; • Advocates for engaging the disenfranchised into high quality learning in the specialty area.
The project allows candidates to concentrate on developing a project of a novel, creative, and individual and/or group nature and emphasizes a strong sense of inquiry. The proposal for the project is advisor-approved and is developed through consultation with department faculty. The examination of the interest area will begin with the research proposal which in turn will feed into the major written research paper. The main theory requirement is a research paper in which the candidate will discuss a theoretical issue relating directly to his/her research project. Candidates will use information and communications technology to present their research paper to a workshop group during the latter part of the first semester. This high quality multimedia presentation must accompany the oral presentation. The Culminating Project consists of six components: 1) Research Proposal; 2) Scholarly Paper; 3) Project; 4) Reflective Paper; 5) Presentation to an Audience; and 6) Inclusion into LiveText Portfolio. However, Electronic Evidence #2 is comprised of components one, two, and five as evidence for documentation of learning. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II; and
The Culminating Project-Documentation of Learning (DOL) is an indepth study that reflects a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that candidates demonstrate an appropriate level of content knowledge in the teaching specialty.
4. How the evidence is/will be evaluated by the institution. A team of faculty members and LEA partners develop rubrics that will be used for the Culminating Project-Documentation of Learning (DOL) Electronic Evidence #2 components of 1) Research Proposal; 2) Scholarly Paper; and 5) Presentation to an Audience.
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#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice. It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1. Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may contain individual content lessons as well as integrated content lessons (for example, music and social studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit. The instructional plans within the unit will be differentiated to show how candidates provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability; and to incorporate group input and feedback into the work as teams collaborate and cooperate. Candidates’ units must include some essential features such as:
• All learners have set goals and are engaged in the learning activity. • The lesson content should address the same concepts with all students but be adjusted by degree
of complexity for the diversity of learners in the classroom. • Critical and creative thinking must be designed in lessons for the culturally-responsive and
globally-connected classroom. • Incorporate evidence-based instructional strategies that help students acquire and integrate
knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.
• On-going assessment of student readiness and growth must be included for meaningful and successful differentiation. Assessment should occur before, during, and following instruction. Assessments may be paper or electronic, formal or informal, including interviews, surveys, performance assessments, and more formal evaluation procedures.
• Pre- and on-going assessment are essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results. Candidates should consult other specialists
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to assist in developing and varying instruction based on student needs. Through this collaboration and reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school setting. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The complete unit plan and a written reflection of the total experience will be required of each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented during clinic practice. A rubric will be developed for the unit and the written reflection. 3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II: The unit will address the following descriptors as denoted by the terms below selected from the Specific directions section above:
NCPTS Element Specific Directions Selections1a.2 Draws on appropriate data to develop classroom and instructional plans
Each candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet the individual instruction needs of student in a heterogeneous classroom. standards and benchmarks for the grade or course; Pre- and on-going assessment
2b.3 Understands the influence of diversity and plans instruction accordingly
The lesson content should address the same concepts with all students but be adjusted by degree of complexity for the diversity of learners in the classroom.
2d.1 Cooperates with specialist and uses resources to support the special learning needs of all students.
Candidates should consult other specialists to assist in developing and varying instruction based on student needs.
3a.1 Develops and applies lessons based on the North Carolina Standard Course of Study
reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course
3c.1 Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.
integrated content lessons (for example, music and social studies)
3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for the culturally-responsive and globally-connected classroom.
3d.1 Integrates 21st century Skills and content instruction.
reviewing the standards (NCSCS, 21st Century Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit
4a.1 Identifies developmental levels of individual students and plans instruction accordingly.
assessment … essential to helping teachers provide more effective instructional strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs, interests and abilities that exist in classrooms of diverse students.
4a.2 Access and uses resources needed to address strengths and weaknesses of students.
4d.1 Integrates technology to maximize students’ learning
4b.1.Collaborates with colleagues to monitor student performance and make instruction
candidates will collaborate with inservice teachers on goal setting, assessing and monitoring student performance, and communicating results; candidate must collaborate with
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responsive to cultural differences and individual learning needs.
colleagues, developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability
4c.1 Uses a variety of appropriate methods and materials to meet the needs of all students.
Instruction may require varied tasks, supports, materials, additional motivation, or adaptive/assistive equipment for different students in the classroom.
4e.1 Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.
provide students with different avenues to acquiring the designated content; to processing, constructing, or making sense of ideas; to developing teaching activities and products so that all students in the classroom learn effectively regardless of differences in ability
4f.1 Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.
to incorporate group input and feedback into the work as teams collaborate and cooperate
5c.1 Uses a variety of research-verified approaches to improve teaching and learning.
Incorporate evidence-based instructional strategies that help students acquire and integrate knowledge, and practice, review, and apply knowledge.
4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric will be developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher, two additional professors familiar with instructional practices, and class peers from the candidate’s methods course will evaluate the candidate’s unit plan, multimedia presentation, and written reflections. Each candidate will introduce his/her unit plan, multimedia presentation; explain his/her instructional goals, the research-based practices used, the assessments used, the differentiation strategies used, the demographic (including exceptional needs and English Language Learners) composition of the class, disaggregated student performance data, and the desired learning outcomes to his/her assessment team. The candidate will consult with his/her mentor/cooperating teacher and methods professor throughout the development of the unit.
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#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 university supervisor assesses the candidates at the clinical experience site and does three visits with a final evaluation.
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A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation Rubric for interim observations and reports.
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#5 Required- Positive Impact on Student Learning Positive Impact on Student Learning: Evidence that demonstrates impact on student learning. It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. Descriptors addressed IF different from those recommended:
1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and supports.
2. Specific directions and/or requirements for the evidence provided to the candidates. Candidates will be required to develop a data driven Comprehensive Assessment Plan that integrates technology, is based on a continuous improvement model, and is used to inform instruction. This plan will focus on assessment for learning, not just assessment of the subject matter. The plan will utilize ongoing authentic assessments and will include formative assessments, benchmark assessments and statewide summative assessments that are proposed as a part of the North Carolina Department of Public Instruction “Framework for Change” initiative. The benchmark assessment will require candidates to utilized benchmarking tools that will supply candidates with learning tasks aligned to the North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will be utilized by the student teacher/clinical intern to drive instruction during clinical practice. Candidates will serve as emotional and intellectual guides for students as they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor, parents and the students themselves will utilize the plan to closely monitor academic progress and to focus on areas that need improvement. In this way, the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students will know what good work looks like and progresses toward closing the achievement gap. The formative assessment plan will focus on assessment rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes, take and retake tests and make continuous improvements. Software tools will be used for records maintenance and for close, continuous contacts with students and parents. The assessment plan will be developed during the first semester of the year-long U-Step Internship Experience while the candidate continues to learn as an apprentice under the leadership and guidance of his/her methods instructor from the university and cooperating/ mentor teacher from the LEA.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching Standards that impact student learning. Since the candidate will take the lead in the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom (1a.1). By working closely with their methods instructor and cooperating teacher in developing and implementing the “Comprehensive Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in
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planning, monitoring student performance and making data driven instructional decisions that are responsive to an individual student’s learning needs (4b.1). By utilizing different methods, creating a variety of authentic assessments and utilizing formative and summative assessment data available at the school, the candidate will be able to plan instruction appropriate to meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group, provide supports and facilitate learning for all students regardless of their diverse backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to analyze student learning and chart a course to improve student learning (4h.1, 5a.1). By focusing on learning progressions and supports, the candidate will be able to assess the students’ progress toward meeting individual, grade level and graduation goals and attaining 21st Century knowledge, skills and dispositions (5a.1). 4. How the evidence will be evaluated by the institution. A team of faculty members will utilize rubrics for pre, mid-term and final assessments of the Comprehensive Assessment Plan.
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#6 Required-- Leadership and Collaboration Leadership and Collaboration: Evidence that demonstrates leadership and collaboration. It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project 2. Specific directions and/or requirements for the evidence provided to the candidates. The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar. Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor teacher and cooperating school that provides a solution to a need identified in the selected school’s School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II. Candidate will be required to engage in collaborative and collegial professional learning activities in understanding and evaluating the critical elements of the selected school’s school improvement plan in order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate will collaborate and engage in professional learning activities further as he/she selects an area of need and develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate Leadership Project must be based on a need that is identified in the selected school’s improvement plan and must be data driven. Data must also be used throughout the project in order to validate that the selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate Leadership Project will require professional development on an on-going basis - prior to the development of the project, during the development and implementation of the project and at the end of the project. The professional development will begin with an overview of the school improvement planning process and will be conducted by personnel from the selected school. During their field experience, candidates will be required to become engaged in the school improvement process. On-going professional development will be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership Project will require involvement of the students’ families from the outset. Parental permission must be obtained for the project and the project must include a component for collaborating with families (2e.1). Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of everything that we do. The Candidate Leadership Project must include reflective journaling that will include a pre, interim, and post reflective paper (5b.1).
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4. How the evidence will be evaluated by the institution. A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior year, first semester of the senior year and second semester of the senior year respectively. Checkpoints will increase in intensity each semester with a deadline for completion of the project set for the end of the first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU professors and LEA personnel representing the candidates’ major, specialty area and the cooperating LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.
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D. The timeline for implementation. The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have been involved in the development of the specialty area standards and Department of Public Instruction stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and presented to the various committees at the University for approval. Assignments, course rubrics, syllabi materials and resources will be researched, revised and field tested during the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are appropriate for achieving the North Carolina State Board of Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence during the fall of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and program improvements will be on-going. A more detailed timeline follows below:
Timeline for Implementation
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Revise program blueprint according to DPI and partners’ feedback
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Research and select new course materials
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With partners, create rubrics for required assignments
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With partners, revise assignments and rubrics according to lessons learned
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With partners, select
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student work to serve as exemplars for major evidences rubrics
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Utilize continuous evaluation, on-going communications with stakeholders, and student feedback to fine-tune program
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Begin full implementation of approved program
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