Elizabeth City State University Revisioning Changes December … · 2018-07-20 · EDUC 201...
Transcript of Elizabeth City State University Revisioning Changes December … · 2018-07-20 · EDUC 201...
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Elizabeth City State University
Revisioning Changes
December 2009
Electronic Evidence 2 – Documentation of Learning
Clarification and specification were provided to detail each specialty area.
Delineation of what counts for content for each license/program area has been included in
EE #1, item 2.
Electronic Evidence 3 - Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
Clarification is provided on how 4.d.1 (technology) is addressed in the evidence.
Electronic Evidence 5 – Comprehensive Assessment Plan
P-12 students has been added so that it is clear that the candidates are working with
public school students (1a1).
Clarification and modifications were provided to delineate that candidates provided
evidence that P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).
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Elizabeth City State University
Secondary Education - English
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the state’s call
for re-visioned educator preparation programs. In January 2008, the State Board of Education
approved in concept, a new program approval process. The process focuses on outcomes, rather
than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater
institutional flexibility based on increased rigor and accountability. ECSU will continue to seek
national accreditation through the State’s partnership agreement NCATE.
The new process consists of annual review of candidate evidence to ensure that they meet the
standards for teachers based on a rubric that is aligned with the inservice teacher evaluation
instrument. The annual reviews will be coordinated by the State Board of Education and utilize
trained inservice educators and teacher educators. Through random sampling, each specialty area
program will be reviewed on a systematic basis when a critical mass of program completers is
reached, but at least once every seven years. Additionally, candidate on-the-job performance and
institutional involvement with and service to the public schools will be considered in continuing
program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s
mission with the program’s mission and the conceptual framework. The North Carolina
Professional Educator Standards and the following the programmatic themes are addressed
throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated
strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national
specialty organization standards; and 5) the Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how
the proposed program has been re-visioned; B) How public school partners were involved in the
re-visioning of the program and how they will be involved in the delivery and evaluation of the
program; C) The electronic evidences the institution will use to demonstrate candidates meet the
standards with Section I, Section II, and Section III; and D) The timeline for implementation.
A. A description of how the proposed program has been re-visioned to reflect the North
Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions
embedded in them and the rationale for the changes, i.e., how the new program is
different from the current program, how it reflects the North Carolina Standards for
Teachers and the 21st century knowledge, skills, and dispositions embedded in the
standards, and why specific revisions are being made.
The major in English with a minor in Secondary Education Program has been re-visioned to
reflect the North Carolina Professional Teaching Standards (NCPTS), North Carolina Art
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Specialty Standards, 21st Century Framework knowledge, skills and dispositions and
changes recommended by Local Educational Agencies (LEAs).
Driven by the North Carolina State Board of Education’s mission and the standards
referenced above, in re-visioning, we focused on the need for deep content knowledge and
pedagogical skills that will enable candidates to meet the needs of a wide range of diverse
learners.
All levels of Elizabeth City State University’s (ECSU) academic programs engaged in the re-
visioning process. To meet their general education core requirements, all students must take
sixteen hours of specifically required general education courses and may choose from a list
of course options the remaining courses to meet the 46 – 48 credit hours required for general
education. The major in English with a minor in Secondary Education Re-visioning
Committee identified from the list of course choices specific courses that candidates for the
bachelors’ degree must complete to meet the general education core requirements. By
beginning to integrate 21st Century themes from the beginning of their education at ECSU
and continuing them throughout the program, we could ensure that candidates graduate with
the skills required of 21st Century educators.
Beginning in the freshman year, potential candidates take Freshman Seminar in which they
are immersed in the financial literacy module, personal and social responsibility module, and
ethical behavior module. The EDUC 203 technology course will be moved to general
education requirements to satisfy an ECSU requirement for technology.
During focus group sessions with leadership teams, educators from systems across the
service area, and department members the following needs emerged: additional practical
experience, ability to actively engage all learners, and ability of candidates to actively engage
the family and community in their children’s education.
In addition to changes in the hours of field experience required for the various required
courses, courses requiring field experience will be grouped to provide additional hours of
field experience during the year long internship that begins the semester prior to student
teaching. Changing from one semester focused on honing clinical practice/teaching skill to
more time in real classrooms in the first semester is a major change. So, the senior year will
have Internship I the first semester and Internship II (full-time clinical practice) during the
second semester. Internship II will carry 12 semester hours instead of the current 6 semester
hours. The psychology courses, Human Development and Educational Psychology, will be
dropped and a new course Child Development for Learning and Assessment will be added.
This course will have a defined product outcome to assist candidates with required evidences.
The following statements demonstrates how the current program is different from the
proposed and how it reflects the North Carolina Standards for Teachers and the 21st Century
knowledge, skills and dispositions embedded therein. A curriculum review was conducted
during the 2007-2008 academic year. The English Department has amended its course
content to address the new standards adopted by the State Board of Education.
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The candidates will develop skill in organizing and budgeting to create a successful high
school English Education program. Special emphasis will be placed on candidates remaining
current in theoretical research and research validated practices.
All of the North Carolina Professional Educator Standards, as well as the English Curriculum
Standards are addressed throughout the program. In addition, the program has the following
emphases:
I. Incorporate technology throughout methods courses
II. Provide additional literacy courses
III. Focus on research-validated strategies across all subject areas for students with mild
disabilities educated in inclusive settings.
IV. Provide systematic opportunities to implement research-validated strategies in K-12
settings throughout the program of study
V. Provide opportunities for special education candidates to work collaboratively with
candidates in other licensure areas (especially B-K, Elementary and Middle Grades)
VI. Include the following Programmatic Themes throughout all coursework and
experiences:
a. The NC Standard Course of Study
b. 21st Century Skills
c. CEC Standards
d. Research-validated Teaching Strategies
e. Learning Strategies Across the Curriculum
f. Data-based Decision Making
The incorporation of these new standards in the English Education curriculum will aid in
producing a much better prepared candidate. With the emphasis on these five new specialty,
standards the candidate will be able to address the emerging needs and concerns of students
from the new millennium. Candidate will be more cognizant of art theory and be more
visually articulate and better able to relate to and address the arts from a more informed
multi-faceted universal perspective.
Social Studies Concentration
General Education Core
Current and Proposed Changes
Current Proposed
GE 102 English Comp and Grammar 3 GE 102 English Comp and Grammar 3
GE 103 English Comp and Vocabulary 3 GE 103 English Comp and Vocabulary 3
GE Literature and Language 3 SPAN 101
Spanish I 3
GE Language and Literature 3 GE 201
World Literature I 3
EDUC 203 Introduction to Computer
Instructional Technology
3 EDUC 203 Teaching With Technology 3
GE Natural Sciences and Math 3 MATH 121 Number Systems and Algebra 3
GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1
GE 152/L Natural Sciences and Math 4 MATH 122 Geometry and Data Analysis 4
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GE 155 L Natural Sciences and Math 4 GE 152 OR
155 L
Principles of Biological Science
OR Principles of Physical Science
4
GE 140 World Civilization I 3 GE 140 World Civilization I 3
GE 141 World Civilization II 3 GE 141 World Civilization II 3
GE/PE PE Activities 2 GE PE PE Activities 2
GE Fine Arts and Communications 2 GE Fine Arts and Communications 2
GE
Fine Arts and Communication 2
SPCH 214 College Speech 2
GE 185 Health Concepts 2 GE 185 Health Concepts 2
Social and Behavioral Sciences 3 BFIN 210 Personal Financial Management 3
Social and Behavioral Sciences 3 GLBS 300 Global Studies 3
TOTAL 47 47
Current and Proposed Changes
Professional Education Core
CURRENT PROPOSED
EDUC 203 Introduction to Computer
Instructional Technology
3 Transferred to the General
Education Core
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of
Education
3
EDUC 479 Multicultural Education 3
PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
READ 320 Teaching Reading in the
Content Area
3 READ 320 Teaching Reading in the
Content Area
3
SPED 346 Introduction to Special
Education Law
3 SPED 280 Introduction to Special
Education and Diverse
Learners
3
EDUC 400 Senior Seminar P/F
EDUC 478 Seminar in Contemporary
Educational Issues
P?F EDUC 478 Seminar in Contemporary
Educational Issues
P/F
EDUC 430 Secondary Instructional
Methods
3 EDUC Internship I for yearlong
experience with English
Methods and Secondary
Instructional Methods in
English
3
EDUC 478 Observation and
Supervision of Student
Teaching
6 EDUC 469 Internship II: Clinical Practice 12
SPED Positive Behavior Support 3
SPED Practicum II 2
TOTAL 30 32
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ENGLISH MAJOR, MINOR SECONDARY EDUCATION
CURRENT PROPOSED
ENGL 300 Traditional Grammar 3 ENGL 300 Traditional Grammar 3
ENGL 301 English Literature I 3 ENGL 301 English Literature I 3
ENGL 302 English Literature II 3 ENGL 302 English Literature II 3
ENGL 305 American Literature I 3 ENGL 305 American Literature I 3
ENGL 306 American Literature II 3 ENGL 306 American Literature II 3
ENGL 317 Advanced Composition 3 ENGL 317 Advanced Composition 3
ENGL 322 Advanced English
Grammar
3 ENGL 322 Advanced English Grammar 3
ENGL 327 History of English
Language
3 ENGL 327 History of English Language 3
ENGL 425 Shakespeare 3 ENGL 425 Shakespeare 3
ENGL 430 English Novel 3 ENGL 430 English Novel 3
ENGL 475 Literary Criticism 3 ENGL 475 Literary Criticism 3
ENGL 490 Career Planning Seminar 1 ENGL 490 Career Planning Seminar 1
TOTAL 34 34
RESTRICTED ELECTIVES IN ENGLISH (6 Credits)
OPEN 3 OPEN 3
OPEN 3 OPEN 3
TOTAL 6 6
Related Courses (6 Credits in Two Consecutive Courses))
SPAN 101
OR FREN
101
Elementary Spanish I OR
Elementary French I
3 SPAN 101 OR
FREN 101
Elementary Spanish I OR
Elementary French I
3
SPAN 102
OR FREN
102
Intermediate Spanish II OR
Intermediate French II
3 SPAN 102 OR
FREN 102
Intermediate Spanish II OR
Intermediate French II
3
TOTAL 6 6
TOTAL
DEGREE
124 125
B. How public school partners were involved in the re-visioning of the program and how they
will be involved in the delivery and evaluation of the program.
In order to obtain a broad-based perspective of needs and to obtain public school input in the
design of a program that could enable candidates to realize the North Carolina State Board of
Education’s mission and produce 21st Century Educators capable of producing 21
st Century
graduates, focus groups were held with members of the leadership teams from four local
educational agencies.
In addition to the involvement of public school partners on various administrative levels, the re-
visioning of the program included focus groups with current candidates, candidates completing
student teaching, completers of the program and current teachers. Responses to the online survey
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were negligible but face-to-face sessions were more productive. Most of the area English
teachers are graduates of ECSU’s English program. This fact gave them insight from both sides
of the issue; therefore, they have a unique perspective of candidates’ needs. The teachers will be
asked to make recommendations as they see fit in terms of how the university and the public
schools might best collaborate to strengthen the program. Results from the group discussions and
surveys were reviewed by the re-visioning team along with the New Professional Teacher
Standards, specialty standards approved for Middle Grades English by the North Carolina State
Board of Education in January 2009, 21st themes and the 21
st Century Educator’s model were
used to structure the proposed, revised Secondary English Education Program.
After feedback is received from the North Carolina State Review teams this fall, the re-visioning
team will continue to revise and field test the proposed program. We will continue to obtain
evaluative input from school leaders and practitioners and from our community partners.
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SECTION I: KEY EVIDENCES
This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all
candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the
program standards. Briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended
alignment of the descriptors with the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.
Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards
Addressed by the Evidence
1 Content Knowledge: Evidence that
demonstrates breadth of content
knowledge in the specialty area1.
Transcript Copy of transcript with at least 24 semester
hours of coursework relevant to the specialty
area from a regionally accredited college or
university with a grade of C (2.0) or better in
each of the 24 hours.
Required: 3b.1
2 Content Knowledge: Evidence that
demonstrates candidate depth of
understanding and application of
content knowledge in the specialty
area.
Culminating Project:
Documentation of
Learning Research
Project
Candidates will design a culminating project
that is a research application in the English
specialty area. The project must reflect a
synthesis of the depth of understanding and
application of content knowledge.
Required: 3b.1
3 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates effective
design of classroom instruction based
on research-verified practice.
Differentiated Unit
Plan Based on the
North Carolina
Essential Standards
Course of Study
A comprehensive six weeks, unit plan
will be developed that focuses on major
concepts, begins with learner assessment
data, and includes culturally-responsive
teaching practices with differentiation
designed to meet the needs of students.
Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1,
3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,
5c.1
4 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates knowledge,
skills, and dispositions in practice.2
LEA/IHE
Certification of
Teaching Capacity
State-required evaluation of the candidate
completed by the institution and the
cooperating teacher.
Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,
2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,
4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1
1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).
2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.
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Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards
Addressed by the Evidence
5 Positive Impact on Student
Learning: Evidence that demonstrates
impact on student learning.
Comprehensive
Assessment Plan
Candidates will develop a data driven
Comprehensive Assessment Plan that
integrates technology, is based on a
continuous improvement model, is used
to inform instruction and uses
multifaceted formative and summative
assessments.
Recommended: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1
6 Leadership and Collaboration:
Evidence that demonstrates leadership
and collaboration.
Candidate Leadership
Project
Candidates will design and implement a
project as an apprentice to and in
collaboration with their advisor,
university supervisor, and cooperating
teacher that demonstrates knowledge,
skills and dispositions in leadership and
collaboration.
Recommended: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2,
2e.1, 5b.1
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SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS
In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section
I . Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template
submitted MUST reflect the alignment used by the institution.
NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
1. TEACHERS DEMONSTRATE LEADERSHIP
a. Teachers lead in their classrooms. 1. Evaluates the progress of students toward high school graduation using a variety of
assessment data measuring goals of the North Carolina Standard Course of Study.
2. Draws on appropriate data to develop classroom and instructional plans.
3. Maintains a safe and orderly classroom that facilitates student learning.
4. Uses positive management of student behavior, effective communication for defusing and
deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and
restraint.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers demonstrate leadership in the school.
1. Engages in collaborative and collegial professional learning activities.
2. Identifies the characteristics or critical elements of a school improvement plan.
3. Displays the ability to use appropriate data to identify areas of need that should be addressed
in a school improvement plan.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
c. Teachers lead the teaching profession.
1. Participates in professional development and growth activities.
2. Begins to develop professional relationships and networks.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
d. Teachers advocate for schools and students.
1. Implements and adheres to policies and practices positively affecting students’ learning.
#1 #2 #3 #4 #5 #6 #7 #8
e. Teachers demonstrate high ethical standards
1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional
Conduct.
#1 #2 #3 #4 #5 #6 #7 #8
2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS
a. Teachers provide an environment in which each child has a positive, nurturing relationship
with caring adults.
1. Maintains a positive and nurturing learning environment.
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers embrace diversity in the school community and in the world.
1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the
contributions of all cultures.
2. Incorporates different points of view in instruction.
3. Understands the influence of diversity and plans instruction accordingly.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
c. Teachers treat students as individuals.
1. Maintains a learning environment that conveys high expectations of every student.
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
d. Teachers adapt their teaching for the benefit of students with special needs.
1. Cooperates with specialists and uses resources to support the special learning needs of all
students.
2. Uses research-verified strategies to provide effective learning activities for students with
special needs.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
e. Teachers work collaboratively with the families and significant adults in the lives of their
students.
1. Communicates and collaborates with the home and community for the benefit of students.
#1 #2 #3 #4 #5 #6 #7 #8
3. TEACHERS KNOW THE CONTENT THEY TEACH
a. Teachers align their instruction with the North Carolina Standard Course of Study.
1. Develops and applies lessons based on the North Carolina Standard Course of Study.
2. Integrates effective literacy instruction throughout the curriculum and across content areas to
enhance students’ learning.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers know the content appropriate to their teaching specialty.
1. Demonstrates and appropriate level of content knowledge in the teaching specialty.
2. Encourages students to investigate the content area to expand their knowledge and satisfy
their natural curiosity.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
c. Teachers recognize the interconnectedness of content areas/discipline.
1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard
Course of Study by relating content to other disciplines.
2. Relates global awareness to the subject.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
d. Teachers make instruction relevant to students.
1. Integrates 21st century skills and content in instruction.
#1 #2 #3 #4 #5 #6 #7 #8
4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS
a. Teachers know the ways in which learning takes place, and they know the appropriate levels
of intellectual, physical, social, and emotional development of their students.
1. Identifies developmental levels of individual students and plans instruction accordingly.
2. Assess and uses resources needed to address strengths and weaknesses of students.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers plan instruction appropriate for their students.
1. Collaborates with colleagues to monitor student performance and make instruction responsive
to cultural differences and individual learning needs.
#1 #2 #3 #4 #5 #6 #7 #8
c. Teachers use a variety of instructional methods.
1. Uses a variety of appropriate methods and materials to meet the needs of all students.
#1 #2 #3 #4 #5 #6 #7 #8
d. Teachers integrate and utilize technology in their instruction.
1. Integrates technology with instruction to maximize students’ learning.
#1 #2 #3 #4 #5 #6 #7 #8
e. Teachers help students develop critical-thinking and problem-solving skills.
1. Integrates specific instruction that helps students develop the ability to apply processes and
strategies for critical thinking and problem solving.
#1 #2 #3 #4 #5 #6 #7 #8
f. Teachers help students to work in teams and develop leadership qualities.
1. Organizes student learning teams for the purpose of developing cooperation, collaboration,
and student leadership.
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
g. Teachers communicate effectively.
1. Uses a variety of methods to communicate effectively with all students.
2. Consistently encourages and supports students to articulate thoughts and ideas clearly and
effectively.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
h. Teachers use a variety of methods to assess what each student has learned.
1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’
progress and to inform instruction.
2. Provides evidence that students attain 21st century knowledge, skills and dispositions.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
5. TEACHERS REFLECT ON THEIR PRACTICE
a. Teachers analyze student learning.
1. Uses data to provide ideas about what can be done to improve students’ learning.
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers link professional growth to their professional goals.
1. Participates in recommended activities for professional learning and development.
#1 #2 #3 #4 #5 #6 #7 #8
c. Teachers function effectively in a complex, dynamic environment.
1. Uses a variety of research-verified approaches to improve teaching and learning.
#1 #2 #3 #4 #5 #6 #7 #8
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SECTION III: DETAILED DESCRIPTION OF THE EVIDENCES
Listed below are detailed descriptions of:
1) the name of the evidence;
2) the specific directions and/or requirements for the evidence provided to the candidates;
3) how the evidence specifically addresses the descriptors for which it is cited in Sections I
and II; and
4) how the evidence is/will be evaluated by the institution.
#1 Required (State prescribed)- Content Knowledge
Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area.
A transcript OR passing scores on the appropriate Praxis II test(s) must be submitted.
This evidence must address descriptor 3b.1.
1. Name of Evidence: College transcript
2. Specific directions and/or requirements for the evidence provided to the candidates.
Candidates must demonstrate a “C” 2.0 average or above on at least 24 credit hours of specified
courses in the specialty area. The grade of “C” is passing but the requirement for Teacher
Education Program entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is
required for maintaining eligibility in the program. The following courses are used by candidates
to demonstrate competencies:
Course
No.
Course Name Crd Hr
ENGL 300 Traditional Grammar 3
ENGL 301 English Literature I 3
ENGL 302 English Literature II 3
ENGL 305 American Literature I 3
ENGL 306 American Literature II 3
ENGL 317 Advanced Composition 3
ENGL 322 Advanced English Grammar 3
ENGL 327 History of English Language 3
ENGL 425 Shakespeare 3
ENGL 430 English Novel 3
ENGL 475 Literary Criticism 3
TOTAL 33
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3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II.
The evidence demonstrates breadth of content knowledge attained over a four year period by
detailing a sequence of specific course(s) through which the content knowledge is acquired. The
combined sequence of courses and the grades earned in the specified courses along with the
evidence projects included in this document demonstrate mastery of the content taught (3b1).
4. How will the evidence be evaluated by the institution?
The evidence will be evaluated by the institution at four transition points – upon admission to the
Teacher Education Program, prior to clinical practice, upon completion of clinical practice and
prior to completion of the degree program. At Transition Point I, the candidate’s application for
admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who
signs the Application for Admission to the Teacher Education Program and by the Office of
Teacher Education and the admissions committee. At Transition Point II, the candidate’s
Application for Clinical Practice is evaluated by the Office of School Services and by the Office
of Teacher Education prior to approval for beginning the year long U-Step Internship Program.
The candidate’s credentials are evaluated again by both the Office of School Services and by the
Office of Teacher Education upon completion of the field experience. A final evaluation of the
candidate’s content knowledge is conducted by the Office of School Services, Office of Teacher
Education and by the Office of the Registrar prior to approval for graduation. The faculty at
Elizabeth City State University votes on all candidates prior to the awarding of the degree.
#2 Required - Content Knowledge
Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content
knowledge in the specialty area.
This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the
teaching specialty.
1. Name of Evidence: Culminating Project: Documentation of Learning (DOL) –
Research Project
2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) Research Project is an advisor-
approved project that will span two semesters beginning in the first semester of the senior year.
Candidates must decide on a focus and prepare a proposal detailing their study. Through their
Senior Capstone Course, ENGL 479, Special Studies and Research in Language and Literature,
candidates will reflect on the knowledge, skills and dispositions that they have acquired through their
studies in English and select an area that they will study indepth in language, literature, writing or
grammar and complete a project or research paper that demonstrates content knowledge in the area
selected. Candidates must demonstrate knowledge of discipline-specific technology as well as
technology for communication and management. The culminating project is an indepth study
that reflects a synthesis of the depth of understanding and application of content knowledge.
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Within the contextual focus area, the candidate will use critical thinking and problem-solving
skills to apply his/her expertise learned in the major studies to real-world school and/or
community issues. The project can take any number of forms. For example, it might be a design
and implementation project, a theoretical or philosophical analysis of a particular problem or
issue, or development of hyper-media materials.
The project must include a written research paper that incorporates multiple perspectives, not just
Eurocentric. The project is intended to be innovative, creative, and an original work. The final
product should be clearly presented in a specified form, suitable for inclusion in an
electronic/professional portfolio or other permanent record. Completed projects must
demonstrate that the candidate:
Uses research and inquiry methods appropriate to the English specialty area project;
Commands a thorough understanding of the English content area;
Links and draws upon central strands within English coursework in the conception and
execution of the project;
Accesses and uses current and foundational literature in the English area;
Expresses the nature, means and intent of the project with clarity;
Uses comparative analyses of verified-research approaches to propose best techniques for
mastery of learning;
Advocates for engaging the disenfranchised into high quality learning in the English
specialty area.
The project allows candidates to concentrate on developing a project of a novel, creative, and
individual and/or group nature and emphasizes a strong sense of inquiry. The proposal for the
project is advisor-approved and is developed through consultation with department faculty. The
examination of the interest area will begin with the research proposal which in turn will feed into
the major written research paper. The main theory requirement is a research paper in which the
candidate will discuss a theoretical issue relating directly to his or her research project.
Candidates will use information and communications technology to present their research paper
to a workshop group during the latter part of the first semester. This high quality multimedia
presentation must accompany the oral presentation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I
and II.
The Culminating Project-Documentation of Learning (DOL) Research Project is an indepth study
that reflects a synthesis of the depth of understanding and application of English content
knowledge. This synthesis requires that candidates demonstrate an appropriate level of content
knowledge in the teaching specialty.
Standards for English/Language Arts Teacher Candidates
Standard 1: ELA teacher candidates demonstrate knowledge and use of reading processes through the use of
a wide range of texts.
Standard 2: ELA teacher candidates demonstrate the knowledge and use of multiple composing processes.
19
Standard 3: ELA teacher candidates demonstrate the knowledge and use of the function, the influence, and
the diversity of language.
Standard 4: ELA teacher candidates demonstrate the knowledge and use of the integrated practices of
multimodal literacies.
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.
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.
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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 &
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
*
*
*
*