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UNC Charlotte Elementary Education - Undergraduate

UNC Charlotte Program Proposal forELEMENTARY EDUCATION – UNDERGRADUATE

*NOTE: this document was originally submitted in 2009 and references decisions made during the initial state-mandated revisioning process which occurred in 2009-10. Readers may need to refer to the original November 2009 NC DPI blueprint submission as needed. Updated areas of this document are noted.

Description and Rationale (original NCDPI blueprint, November 2009)

The B.A. in Elementary Education with Initial Licensure has been re-visioned to reflect the North Carolina Professional Teaching Standards and the 21st Century Skills as well as the Conceptual Framework for Education of Professional Educators at UNC Charlotte. The following delineates program components directly related to each of the five standards and related skills.

Standard 1: Teachers demonstrate leadership. The courses in internship semester I specifically focus on the development of educational leaders and encourage teacher candidates to reflect on their professional growth related to leadership, collaboration, and advocacy. To be accountable for their development, candidates will initiate a self-directed Candidate Professional Development Plan (CPDP) in which they will document professional growth. Within the professional education sequence, candidates will have multiple opportunities to make progress toward their goals. They will also be expected to seek out external opportunities provided by professional organizations as well as state and local education agencies. Additionally, throughout the program candidates will develop as classroom leaders by making themselves familiar with various school contexts, policies and procedures such as school improvement plans, using formative assessment and appropriate performance data to make instructional decisions, and implementing strategies for school, family, and community collaboration. Finally, recognizing the substantial differences between primary and upper elementary students, candidates will take methods courses that differentiate between learning contexts, methods, and content appropriate for these two levels.

Standard 2: Teachers establish a respectful environment for a diverse population of students.In a dynamic teaching context such as 21st century, teachers must be flexible and adapt content and strategies to accommodate all students. To this end, teacher candidates will take multiple courses that expose them to various diversity issues including, but not limited to, educating exceptional children, second language learners, and students in urban environments along with multicultural education. Although these concepts are integrated into a variety of courses throughout the professional education sequence, in Internship Semester I candidates will take two courses where the primary content is centered on these important concepts.

Standard 3: Teachers know the content they teach.Candidates completing the requirements for the elementary education degree complete general education requirements related to three comprehensive areas: fundamental skills of inquiry, inquiry in the sciences, and liberal education for public and private life. By completing general education requirements, candidates investigate content related to all 21st century core subjects and are expected to synthesize this discrete knowledge by thorough, reflective, critical consideration of the various interdisciplinary themes that cross the spectrum of general education. This synthesis continues as candidates transition to professional teacher education where they apply this knowledge to consider best instructional practices related to the content they will teach (as reflected in the North Carolina Standard Course of Study). Additionally, candidates are expected to expand their content knowledge through a self-selected set of courses (18 hours) related to a second academic concentrations in one of the core subjects or interdisciplinary themes. Finally, candidates are expected to have deep understanding of content in a specialty area. Therefore, to complete the requirement during the Methods Semester, elementary teacher education candidates will identify a social studies topic or issue and apply their information, media, and technology skills to create a digital exhibit for use by other teachers.

Standard 4: Teachers facilitate learning for their students.Through various coursework at all four levels of the professional education continuum, candidates will develop knowledge related to relevant educational theory and practices such as child development, instructional design and implementation, instructional technology (including ICT literacy), formative and summative assessment,

Nov 2009 – originalJune 2014 – update 1


cooperative learning, collaborative learning, problem solving, critical thinking, and developmentally appropriate practice related to all elementary content areas. To demonstrate synthesis of these concepts, during the Internship Semester II, candidates will complete an Impact on Student Learning (ISL) Project. The ISL requires candidates to make data-driven decisions about instructional plans and to differentiate instruction based on formative assessment of every student's needs. Each candidate is required to teach a series of connected lessons for this project. Before designing and teaching the lessons, the candidate will describe contextual factors; identify learning goals based on the North Carolina Standard Course of Study and the 21st Century Framework, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (post-assessment); and plan for instruction. After teaching the project, the candidate will analyze student learning and then reflect upon and evaluate his/her teaching as related to student learning. Candidates will begin designing the ISL Project during Internship Semester I in the measurement and evaluation course (ELED 4121).

Standard 5: Teachers reflect on their practice.As reflected in the Conceptual Framework, this program is designed with the expectation that all candidates will develop into flexible, adaptable, reflective educational decision makers who are committed to self evaluation leading to continuous improvement. As is evident in the preceding descriptions, reflective thinking is imbedded in all program components.

The new program can be distinguished from the current program in four fundamental ways: 1) a recommended professional education course sequence has been designed to increase candidate success,

program completion, as well as increase coherence and consistency across the four professional education semesters;

2) enhancements in candidate accountability reflect the North Carolina Professional Teaching Standards and the 21st Century Skills;

3) instructional design and technology will be integrated across the professional education sequence; 4) diversity issues will also be integrated across the sequence.

All modifications are supported by consistent data in the form of surveys, focus groups, interviews, personal communications, and recommendations from all involved in the program including candidates, faculty, advisors, and school partners. Collection of this information began in the fall of 2008 (prior to the mandated re-visioning).

As recommended by faculty and candidates, the new program has a recommended professional education course sequence across four semesters. This sequence was developed for several reasons. First, this sequence reflects a developmental progression of courses that allows the scaffolding of professional learning across the professional education continuum. This sequence will provide foundational knowledge (foundations semester) that leads to in-depth knowledge (methods semester) and practical application (internship semesters I & II). Related, this sequence will allow faculty to better meets the needs of teacher candidates. With the implementation of this sequence, it can be expected that candidates enter each semester with a relative level of prior knowledge that allows faculty to provide more relevant instruction and experiences. Second, the sequence formalizes typical patterns of program completion. On average, the majority of candidates completed their general education requirements prior to admission to the professional education sequence and completed professional education in four semesters; therefore, this sequence will allow candidates to develop a semester by semester plan for registration and will aid candidates in meeting their graduation timelines.

New accountability measures have been conceptualized and existing measures have been modified to align to the North Carolina Professional Teaching Standards and to provide candidates the opportunity to synthesize knowledge, demonstrate competency, and communicate professional understanding. These accountability measures are reflected in the electronic evidences within the licensure portfolio.

The new program restructures two courses to maximize the application of certain professional knowledge across the professional education continuum. Instead of a single course in instructional design and technology taught early in the program, these concepts and skills will be taught in two courses to be distributed across the professional education sequence. One course will be taught in the first semester, and the second will occur in Internship Semester 1. This distribution allows scaffolding of instructional design knowledge that parallels the developmental level of professional learning of each semester. This change is supported by feedback from current candidates as



well as graduates who indicate that instructional planning is a developmental process and should be taught at both introductory and advanced levels of the program.

Teacher candidates and program graduates also indicated that they do not feel prepared as they would like to work with diverse learners, particularly second language learners. Further, to capitalize on faculty expertise, modifying instruction for diverse learners will be taught in two courses. One will focus on urban and multicultural education and the other will target teachers’ work with exceptional children and second language learners. Currently, the program consists of one class that is supposed to focus on all diversity issues; however, it is impossible to effectively prepare our candidates for the diversity they will encounter in school in one 16-week course. The new course will allow faculty to more effectively delve into diversity issues in the areas of exceptional children, second language learners, and urban education. Clinicals can be more focused with the two courses and candidates will have time to engage in more detailed discussion, reflection, and research.

As another component of preparing candidates to work with diverse populations, the College learned in late April that the Longview Foundation had funded a project to develop instructional modules on 21st century global perspectives that will be integrated into two required undergraduate teacher education courses – introduction to education and instructional design/technology. Additionally, field experience requirements will be modified to include school experiences in a P-12 school with an international focus, such as magnet schools for world language immersion, the International Baccalaureate program, and global studies. Thus, candidates will have at least three points of required curriculum which will focus on global perspectives to enhance understanding of the interconnected world. The instructional modules will be developed by faculty teams and piloted during 2009-2010.

Involvement of School Partners (original NCDPI blueprint, November 2009)

The input from school partners was invaluable and mirrored many of the same concerns our faculty and candidates have. The biggest impact that these conversations have had on our proposed program is that our new program has a very intentional focus on differentiation of instruction starting at the beginning of the program and flowing throughout. Also, we are addressing the need for more emphasis on working with diverse learners by creating a new urban-focused diversity class and re-structuring the current College course to focus specifically on exceptional children and children for whom English is not a primary language. We are also restructuring our technology class to focus on instructional design and are actually making it practical and applicable in today’s classrooms. We are no longer focusing on basic computing skills in our professional education sequence.

We have had discussions with local district teachers and graduates about our proposed new program. All parties are excited about the fact that differentiation of instruction for diverse learners is a major focus. This is one of the weaker areas found by the school districts and alumni themselves. Involvement of school partners includes:

September 12, 2008

Southwest Education Alliance Elementary Curriculum Directors

Presentation and Consultation: Presented basic information about program revisioning to the Elementary Curriculum Directors from 15 area school systems, followed by feedback from them. Also attending: Faculty members Drew Polly and Sherell Fuller.

October, 2008 Current and former Elementary candidates

Online survey administered to program faculty.

October, 2008 Professional Development School Administrators and School Liaisons

School visits with administrators and school liaisons to discuss program revisions and do a needs analysis of our student teachers and their beginning teachers.

October 23, 2008 Professional Development School and University LiaisonsMelba Spooner, DirectorDrew Polly, Co-Director

Presentation to representatives from all the PD Schools. Received feedback regarding the strengths of our candidates as well as areas of increased emphasis: dual licensure, differentiation, collaborative planning, integrating curriculum,

November, 2009 Conversation with Elementary Coordinator of local school district (Cabarrus County)

Discussed effectiveness of our graduates and took suggestions on ways we can improve our program; also discussed ways we could partner with school district throughout this revisioning process

November 7, 2008

CMS and COED Leadership Collaborative

Quarterly Meeting to discuss matters of mutual concern. Discussion included school leadership program for prospective high school principals, need for middle/secondary teachers to have background in reading, student teaching placement processes. In



terms of Program Revisioning, enthusiasm for TESL minor, more experience/knowledge with different cultures and understanding poverty, co-teaching of SPED in general classrooms. Attending from COED were Mary Lynne Calhoun, Susan Furr, Barbara Edwards, Joyce Frazier, Melba Spooner, Dawson Hancock, Vicki Jaus

November 8, 2008

Beginning Teacher Brunch Brunch for May graduates and their professors to discuss first year successes and surprises, valuable and deficient parts of their preparation programs, and on-going support. Faculty attending were Mary Lynne Calhoun, Barbara Edwards, Melba Spooner, Hal Jaus, Vicki Jaus, Myra Dietz, Laura Hart, Tarra Ellis, Jack Piel, Sherell Fuller, Stephen Hancock, Cindy Hopper, Joyce Frazier, Bob Audette, Donna James, Libby Holman, Jeff Passe, Drew Polly, and Tracy Rock.

March 19, 2009 Professional Development Schools

Focus Groups with three groups of teachers representing eight elementary, middle and high schools. Received feedback on program strengths and weaknesses as well as proposed changes.

May 2, 2009 Annual Alumni Reunion Table discussions with recent graduates regarding proposed changes.

During the next few years feedback will be collected in the following ways: The eight Professional Development Schools provide intensive delivery and feedback for program

improvement through various conversations. Online surveys will be collected from candidates during student teaching. Cooperating teachers will provide formal feedback via the on-line surveys during the yearlong internship

and after student teaching. Principals, mentors, and alumni will complete an annual DPI survey for the IHE report. Alumni will be surveyed every other year.

Our school partners will continue to be involved in the implementation, delivery, and evaluation of our new program in the following ways:

Clinical experiences and student teaching Cooperating teachers provide formal feedback via online surveys during yearlong internship and after student

teaching Principals, mentors, and alumni complete an annual DPI survey for the IHE report Alumni are surveyed every other year The Professional Development Elementary Schools will provide intensive delivery and feedback on program



Timeline for Implementation (original NCDPI blueprint, November 2009)

Date ActivitySummer, 2009 Pilot of Online Digital Exhibit (Evidence 2) for candidates starting 1st summer session.

Begin paperwork for university curriculum approval process for 1 new proposed course (EDUC 4292-urban course, course mnemonic subject to change), and re-vamping of ELED 3110 and 3111

Fall, 2009 Curriculum approval process Continued Pilot of Online Digital Exhibit in 2 sections of ELED 3223 (Evidence 2) Begin to advertise new program (effective Fall 10) in literature on program (to prepare

incoming candidates of changes) Current candidates are grandfathered; any candidate admitted during and after the

Spring/Summer 2009 semesters will come in under new program. Begin development of rubrics for electronic evidences

Spring, 2009 In advising, alert new candidates to program that new program requirements will begin Fall 10

Implementation of Tk20 assessment tool for Electronic Evidences Portfolio Pilot rubrics for electronic evidences and make changes as needed

Fall, 2010 New program sequence initiated Revised course first taught (ELED 3110) (other courses are later in the sequence and

will not come until Fall 2011)



SECTION I: KEY EVIDENCES UPDATED JUNE 2014**NOTE: the evidences noted in the chart below reflect NCDPI/SBE approval for the UNC Charlotte substitutions approved January 8, 2014 for the secondary/middle grades licensure programs (including Graduate Certificate programs).

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

2 Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area. UPDATED JUNE 2014

NC Foundations test scores

The NC Foundations Test assessments measure knowledge of Reading, Multi-subject, and a Math Sub-test.

Required: 3b.1

3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice. UPDATED JUNE 2014 (APPROVED JANUARY 2014)

edTPA edTPA™, formerly the Teacher Performance Assessment, was designed by teachers and teacher educators to support candidate learning and provide data that support preparation program growth and renewal. Aligned with Common Core State Standards and InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA is a summative capstone assessment to evaluate readiness to teach.

Included: 1a.2, 2b.3, 3a.1, 3c.1, 3c.2, 3d.1, 4a.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).Nov 2009 – originalJune 2014 – update 6


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

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

UPDATED JUNE 2014 (APPROVED JANUARY 2014)

edTPA edTPA™, formerly the Teacher Performance Assessment, was designed by teachers and teacher educators to support candidate learning and provide data that support preparation program growth and renewal. Aligned with Common Core State Standards and InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA is a summative capstone assessment to evaluate readiness to teach.

Included: 1a.1, 1a.2, 2d.i, 4a.2, 4b.1, 4h.1, 4h.2, 5a.1

6 Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

Candidate Professional Development Plan

Candidates will reflect on a series of professional growth opportunities that include leadership, collaboration, and advocacy.

Included: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1

2



SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS(original NCDPI blueprint, November 2009; unchanged for June 2014 update)

NORTH CAROLINA TEACHER STANDARDKEY EVIDENCE(S) FROM SECTION I

DEMONSTRATING THE DESCRIPTORS OF THE ELEMENTS

1. TEACHERS DEMONSTRATE LEADERSHIP

a. Teachers lead in their classrooms.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.

Draws on appropriate data to develop classroom and instructional plans.

Maintains a safe and orderly classroom that facilitates student learning.

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.Engages in collaborative and collegial professional learning activities.

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

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.Participates in professional development and growth activities.

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 standards1. 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





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

a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.1. Identifies developmental levels of individual students and plans instruction accordingly. #1 #2 #3 #4 #5 #6 #7 #8





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





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

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

#1 Required (State prescribed)

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: Transcript OR Praxis II Elementary Education 0011 and 0012 (original NCDPI blueprint, November 2009; updated to reflect changes in language (not content), November 2015)

Candidates in the Elementary Education program complete a 47 hour major in Elementary Education, plus an 18 hour second area of concentration or a minor. Candidates must earn grades of C or better in the major and hold a GPA of 2.75 in these courses as a prerequisite to student teaching.

Plan of Study for Elementary EducationCourse Number and Title

Alignment with Specialty Area Standards

Professional Education Sequence Methods CoursesELED 3221: Teaching Science to Elementary School Learners Standard 3ELED 3223: Teaching Social Studies to Elementary School Learners Standard 4ELED 3226: Teaching Language Arts to Elementary School Learners Standard 1EXER 3228: Elementary Physical Education Standard 5EXER 3229: Elementary Health Education Standard 5MAED 3222: Teaching Elementary Education Mathematics, K-2 Standard 2MAED 3224: Teaching Elementary Education Mathematics, 3-6 Standard 2READ 3224: Teaching Reading to Primary Grade Learners Standard 1READ 3226: Teaching Reading to Intermediate Grade Learners Standard 1General Education CoursesBasic Writing Skills (ENGL 1101 or 1103) Standard 1Basic Writing Skills (ENGL 1102 or 1103) Standard 1Math and logical reasoning (MATH 1xxx) Standard 2Math and logical reasoning (MATH 1xxx) Standard 2BIOL 1110+ lab Standard 3Physical Science + lab Standard 3Social science Standard 4Arts and Society Standard 4Western culture (LBST 2101) Standard 4Global understanding (LBST 2102) Standard 4Ethical issues and cultural understanding Standard 4Creative arts activity-based course Standard 6



1. Name of Evidence: Passing NC Foundations Test scores UPDATED JUNE 2015

2. Directions and/or Requirements to be Provided to the Candidates:

All candidates seeking licensure in Elementary Education (K-6) will be required to pass the corresponding NC Foundations test. This testing requirement was mandated by the State Board of Education beginning with candidates seeking licensure in the fall 2015 semester. Notice of this requirement has been shared via emails to candidates planning to student teach in AY 2014-15 and information has been posted on College websites. Advisors have also been diligent in sharing this information with candidates during regular advising sessions. The Office of Field Experiences (the office that oversees our student teaching experiences) also offers this information to candidates as part of their application to student teaching/graduate internship. This requirement is already in place for Lateral Entry teachers.

3. How the Evidence Specifically Addresses the Descriptors for which it is Cited:

By achieving a passing NC Foundations score, teacher education candidates will demonstrate an appropriate level of content knowledge within their content specialty.

Standards for Elementary Education Teacher Candidates Standard 1: ELED teachers demonstrate leadership. Standard 2: ELED teachers establish a respectful environment for a diverse population of students. Standard 3: ELED teachers know the content they teach. Standard 4: ELED teachers facilitate learning for their students. Standard 5: ELED teachers reflect on their practice.

4. How the Evidence is/will be Evaluated by the Institution:

The evidence will be evaluated by Pearson, and access to NC Foundations scores is made available to each IHE. At UNC Charlotte, the Director of Teacher Education, Advising, Licensure, and Recruitment (TEALR) accesses the collective scores of our candidates and determines if each candidate has passed the test according to the passing score set by Pearson. Candidates who do not receive a passing score as determined by Pearson will not receive a licensure recommendation.

These scores will also be used in our SACS and CAEP reporting mechanisms. The aggregated scores will be shared with program directors and department chairs to guide program improvement.


#2 Required

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.


#3 Required

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, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1.

Descriptors addressed IF different from those recommended: ______________________________________

1. Name of Evidence: edTPA UPDATED JUNE 2014/approved January 2014

2. Directions and/or Requirements to be Provided to the Candidates*:

*The edTPA Elementary Education Handbook in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document. The following is a summary of the planning requirements of edTPA and how they are used at UNC Charlotte. edTPA demonstrates candidate knowledge and understanding of content, pedagogy, and pedagogical content knowledge

edTPA is designed to show evidence that the candidate can design effective, developmentally appropriate classroom instruction for a wide range of learners that is based on the approved curriculum for a given grade level and/or subject area. In the Planning Instruction Task, candidates establish the instructional and social context for student learning and develop content-specific lesson plans, instructional materials and student assignments/assessments for a defined learning segment. Candidates demonstrate how their plans align with content standards, building upon students’ prior academic learning and life experiences while differentiating instruction to address student needs. Attention to 21st century skills and content are also embedded, along with research-verified approaches to teaching and learning. In Tasks 2 and 3, candidates then go on to implement those lesson plans with their current P-12 students and assess their students’ learning, both for the whole group and for targeted learners identified early in the project. The project is conducted during the student teaching/graduate internship semester, although formative edTPA knowledge and skills are taught throughout the program coursework with detailed individualized feedback provided to candidates.

To fully demonstrate an understanding of the content and methods of instruction within licensure areas, candidates will be expected to complete a final edTPA product in their student teaching/graduate internship course. Instruction within the edTPA product will be detailed to the degree that scope and sequence are lucid and exhibit a variety of research-verified teaching strategies that effectively promotes 21st Century skills and content while facilitating global awareness. The learning experiences within the edTPA learning segment should build upon one another and clearly demonstrate continuity between the content being learned, content standards, and other disciplines. Curriculum should draw from various research-verified instructional methods to promote a collaborative learning environment that appropriately addresses developmental levels of individual students, effectively integrates technology, and encourages culturally responsive learning. Lessons must integrate authentic and meaningful instruction that help middle/secondary students develop the ability to apply processes and strategies for critical thinking and problem solving.

The final edTPA product will be developed and assessed in in the student teaching/graduate internship semester; however, edTPA knowledge and skills will be scaffolded throughout the program in targeted courses, with heavy emphasis on content-specific effective lesson/unit design occurring in the methods course. Candidates will be expected to achieve targeted goals in demonstrating pedagogical and pedagogical content knowledge, skills, and dispositions. The topic of the learning segment is directly linked to the North Carolina Standard Course of Study (currently the Common Core/Essential Standards) and aligns with national content standards within appropriate licensure areas.

The classroom context, student characteristics, and duration of lessons are representative of authentic classrooms and students and are determined by the candidate’s student teaching/graduate internship assignment. Instructional learning segments include a minimum of three-to-five well-developed, sequential lessons. Learning outcomes are designed to integrate 21st Century content and skills and candidates are required to indicate where their lesson designs connect to research-based theory/practice. Learning segments that promote 21st Century content and skills emphasize student collaboration, cooperation, and leadership; global awareness, critical thinking, and problem solving; differentiation of instruction, authentic assessment of student learning, integration of advanced technologies, and utilization of content specific best practices; and models the purposeful application of responsive pedagogy and content. Curriculum and Nov 2009 – originalJune 2014 – update 15

https://edtpa.aacte.org/


instruction of learning segments provide the tools to purposefully support content understanding and appropriately address the cognitive, cultural, linguistic, and diverse strengths and weaknesses of all students. In addition, by completing the edTPA product in its entirety, candidates not only complete these tasks, but reflect on their lesson designs while providing a well-considered rationale for their decision-making.


Successful completion of edTPA allows the candidate to meet the following descriptors:1a.2: To use appropriate data to develop lessons, candidate will use a real group of students within the current

student teaching/graduate internship placement during the final semester of the program. 2b.3: The edTPA rubrics will assess the degree to which the candidate plans instruction that demonstrates an

understanding of the influence of diversity.3a.1. and 3c.1: The edTPA learning segment must be based on the NCSCOS and must link to other discipline

areas for the grade/subject (e.g. national content standards, as noted in the edTPA rubrics.3c.2: The edTPA learning segment will be designed to increase students' awareness of the global links to the

subject area, as noted in the edTPA rubrics.3d.1: The edTPA learning segment will integrate 21st century skills and content, as noted in the edTPA rubrics.4a.1 and 4c.1: In describing the Context for Learning (in edTPA Task 1), candidates must identify the

developmental levels of the students, both for the group as a whole and for their targeted learners, and these understandings will be reflected in pedagogical applications by describing the use of a variety of appropriate methods and materials to meet the needs of all students, as noted in the edTPA rubrics.

4d.1: The lessons within the learning segment must clearly show how medium-level and advanced technology is integrated with instruction to maximize students' learning, as noted in the edTPA rubrics.

4e.1: Specific instruction described in the learning segment will help students develop critical thinking and problem solving skills, as noted in the edTPA rubrics.

4f.1: The learning segment will utilize student learning teams to develop cooperation, collaboration, and student leadership, as noted in the edTPA rubrics.

5c.1: The learning segment will use a variety of research-verified approaches to improve teaching and learning, as noted in the edTPA rubrics.


The final edTPA product is evaluated with fifteen individual rubrics rated on a scale from 1-5. A rating of 3 is considered “ready to teach.” While Task 1 focuses primarily on planning, Task 2 (implementation) and Task 3 (assessment) are equally important and collectively provide a broad understanding of each candidate’s ability to effectively design and implement instruction to a wide variety of learners. At UNC Charlotte, each candidate will submit their final edTPA product to SCALE/Pearson for third-party evaluation. The final edTPA scores will be provided to the IHE by SCALE/Pearson approximately four weeks after the candidate’s product is submitted for SCALE/Pearson evaluation. Once the scores are received by the IHE, the IHE will determine if each candidate has met the criteria for passing based on guidelines established by UNC Charlotte faculty. Beginning with AY 2014-15, “passing” is defined as a total score of 44. Once the scores are received, program faculty will use this information for program evaluation purposes. The edTPA Elementary Education Handbook in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document; however, the rubric titles are available and are included in the chart below:

Rubric # Task edTPA Rubric Title

1 1 Planning to Build Student Understanding

2 1 Planning to Support Varied Student Learning Needs

3 1 Using Knowledge of Students to Inform Teaching and Learning

4 1 Identifying and Supporting Academic Language Demands

5 1 Planning Assessments to Monitor and Support Student Learning

6 2 Learning Environment

7 2 Engaging Students in Learning




8 2 Deepening Student Learning

9 2 Subject Specific Pedagogy

10 2 Analyzing Teaching Effectiveness

11 3 Analysis of Student Learning

12 3 Using Feedback to Guide Further Learning

13 3 Student Use of Feedback

14 3 Analyzing Students’ Language Use

15 3 Using Assessment to Inform Instruction

#4 Required (State-prescribed)

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 (original NCDPI blueprint, November 2009)

The LEA/IHE Certification of Teaching Capacity will be administered during the student teaching semester, as part of a more extensive evaluative process using the UNC Charlotte Student Teaching Assessment Rubric. Candidates must score at the "Met" level on all items in order to be recommended for licensure.



#5 Required

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: Also 1a.2, 2d.1, 4a.2,

1. Name of Evidence: edTPA UPDATED JUNE 2014/approved January 2014

2. Directions and/or Requirements to be Provided to the Candidates*:

*The edTPA Elementary Education Handbook in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document. The following is a summary of the assessment requirements of edTPA and how they are used at UNC Charlotte.

edTPA is intended to show evidence that the candidate can design effective, developmentally appropriate classroom instruction for a wide range of learners that is based on the approved curriculum for a given grade level and/or subject area. In the planning task (Task 1), candidates develop a learning segment of connected lessons that address multiple student learning needs and 21st Century skills (see description for Evidence 3). In Task 2, candidates implement the planned lessons, providing evidence via submitted video clips. Candidates also complete extensive implementation commentaries where they identify moments in the video clips where they have met specific criteria and provide rationales for their decision making. In the assessment task (Task 3), candidates evaluate learning patterns for both the whole class group and for targeted learners identified early in the project. Actual student data results are used for this purpose and candidates are required to provide examples of the feedback they give to their students to guide student improvement.

The edTPA requires a candidate to make data-driven decisions about instructional plans and to differentiate instruction based on formative assessment of every student's needs. After teaching the lessons and providing feedback to students, the candidate then reflects upon and evaluates his or her teaching as related to student learning and feedback. In completing edTPA, candidates provide evidence that they can design and implement assessments before, during, and after instruction in order to show the impact of the candidate’s teaching on the learning of P-12 students. Candidates not only demonstrate their ability to evaluate student data results but also to use those results to improve student achievement. The project is conducted during the student teaching/graduate internship semester, although formative edTPA knowledge and skills are taught throughout the program coursework. In addition, edTPA also provides evidence of a candidate’s mastery of the College of Education’s Conceptual Framework.


1a.1: The classroom performance data gathered in this project is used to evaluate student progress on lessons that are directly linked to NCSCOS, as noted in the edTPA rubrics.

1a.2: The pretest and formative assessments required in this project provide appropriate data to develop instructional plans, as noted in the edTPA rubrics.

2d.1: After obtaining assessment results, candidates must consult with specialists for recommendations about resources and strategies necessary to meet the learning needs of all students, as noted in the edTPA rubrics.

4a.2: During and after instruction, candidates assess the value and appropriateness of the resources they used in terms of the impact on students' strengths and weaknesses, as noted in the edTPA rubrics.

4b.1: Candidates collaborate with cooperating teachers and specialists as they monitor student performance and design lessons that are responsive to cultural and individual learning needs, as noted in the edTPA rubrics.

4h.1: Candidates must use multiple formative and summative assessments to monitor progress and inform instruction, as noted in the edTPA rubrics.

4h.2: Evidence that students have attained 21st century knowledge, skills and/or dispositions is seen in analysis of student learning based on the stated instructional goals and teaching strategies, as noted in the edTPA rubrics.




5a.1: Data analysis is required in order to report the results, and the candidates' final reflections of this analysis provide ideas about improving students' learning, as noted in the edTPA rubrics.


The final edTPA product is evaluated with fifteen individual rubrics rated on a scale from 1-5. A rating of 3 is considered “ready to teach.” Task 1 focuses primarily on planning, Task 2 on implementation of the planned lessons, and Task 3 on assessment. Collectively, these tasks provide a broad understanding of each candidate’s ability to effectively design, implement, and assess instruction to a wide variety of learners. At UNC Charlotte, each candidate will submit their final edTPA product to SCALE/Pearson for third-party evaluation. The final edTPA scores will be provided to the IHE by SCALE/Pearson approximately four weeks after the candidate’s product is submitted for SCALE/Pearson evaluation. Once the scores are received by the IHE, the IHE will determine if each candidate has met the criteria for passing based on guidelines established by UNC Charlotte faculty. Beginning with AY 2014-15, “passing” is defined as a total score of 44. Once the scores are received, program faculty will use this information for program evaluation purposes. The edTPA Elementary Education in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document; however, the rubric titles are available and are included in the chart below:

Rubric # Task edTPA Rubric Title

1 1 Planning to Build Student Understanding

2 1 Planning to Support Varied Student Learning Needs

3 1 Using Knowledge of Students to Inform Teaching and Learning

4 1 Identifying and Supporting Academic Language Demands

5 1 Planning Assessments to Monitor and Support Student Learning

6 2 Learning Environment

7 2 Engaging Students in Learning

8 2 Deepening Student Learning

9 2 Subject Specific Pedagogy

10 2 Analyzing Teaching Effectiveness

11 3 Analysis of Student Learning

12 3 Using Feedback to Guide Further Learning

13 3 Student Use of Feedback

14 3 Analyzing Students’ Language Use

15 3 Using Assessment to Inform Instruction



#6 Required

Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

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

1. Name of Evidence: Candidate Professional Development Plan (original NCDPI blueprint, November 2009; updated to reflect changes in language (not content), November 2015)

The Candidate Professional Development Plan (CPDP) is a comprehensive portfolio demonstrating a candidate’s professional growth in leadership, collaboration, and advocacy during the professional education program of study. The CPDP is started in early program coursework and completed by the end of the student teaching internship.

2. Directions for the Candidate and Requirements of the Project

The Candidate Professional Development Plan (CPDP) is a comprehensive portfolio demonstrating a candidate’s professional growth in leadership, collaboration, and advocacy during the professional education program of study. The CPDP will be initiated when the candidate begins the yearlong internship in the senior year and completed by the end of the student teaching semester, giving each candidate two semesters to complete the CPDP.

It is the candidate’s responsibility to periodically update the plan and follow it through to completion. Clinical experiences, coursework requirements, and the Yearlong Internship (including student teaching) will provide opportunities to design the plan and ways to fulfill the plan’s goals, but candidates should also be proactive in seeking out professional growth opportunities beyond the College of Education. Most of the requirements in the CPDP will be completed and assessed in the 4000-level courses during yearlong internship semester and the remaining ones will be completed during student teaching.

There are three written reflections built into this Professional Development Plan which should be approved by the appropriate faculty member and uploaded to the Tk20 Assessment System (see detailed PDP requirements for further details):

1. The School Improvement Plan analysis2. The interview with school personnel on expectations for effective teachers3. The summative reflection of the PDP experiences (2 ½-3 pages)

Directions for Candidates1. A candidate's CPDP will be updated and verified via an electronic portfolio in Tk20. 2. Candidates will complete specific CDPD tasks within designated coursework, upload artifacts to Tk20, and

document completion on clinical attendance logs for each course.3. Candidates will submit the completed clinical attendance log to the course instructor; course instructors will

verify completion via Tk20. Candidates should note that this Candidate Professional Development Plan is a required part of the electronic Licensure Portfolio. The Plan must be complete and verified by the University Supervisor, and uploaded into the College of Education Assessment system (Tk20) at the end of the student teaching/graduate internship experience in order to receive the recommendation for licensure. The University Supervisor will verify the final, completed Candidate Professional Development Plan for submission.

3. How Descriptors are Addressed

Goal 1b.1: Teacher candidates engage in collaborative and collegial professional learning activities.Candidate Requirement Opportunities

for completion1. Participate in at least one teacher workday ELED 4420



2. Spend at least three full days in your classroom before beginning student teaching ELED 41223. Discuss your CT's classroom management procedures and philosophy ELED 41224. Discuss short and long term planning with your CT, using the curriculum guide ELED 44205. Discuss referral procedures for special education, reading assistance, and other support

personnelEDUC 4290

6. Discuss formal and informal assessment practices, including record keeping and documentation

ELED 4121

7. Observe and discuss modifications for students for whom English is a new language EDUC 42908. Observe and discuss modifications for students from diverse cultural backgrounds EDUC 4292*

(new course)9. Observe and discuss modifications for students with special needs EDUC 429010. Submit a lesson plan to your CT based on curriculum in your grade / subject. Include

modifications for diverse learners on the plan.EDUC 4290

11. Attend an LEA sponsored workshop or development session ELED 442012. Attend a campus, school, or community sponsored event to promote understanding of

diverse culturesEDUC 4290

1b.2: Teacher Candidates demonstrate leadership in the school by identifying the critical elements or characteristics of a school improvement plan.

1b.3: Teacher Candidates demonstrate leadership in the school by using appropriate data to identify areas of need that should be addressed in a school improvement plan.

1. Obtain a copy of a current school improvement plan appropriate to your licensure grade levels

ELED 4121

2. Identify the critical and required elements or characteristics of an effective school improvement plan

ELED 4121

3. Prepare a data-driven analysis of the plan that identifies areas of need that should be addressed by the school. Provide examples of strategies that could be used to address the areas of need. (School Improvement Plan Written Reflection)

ELED 4121

1c.1: Teacher candidates lead the teaching profession by participating in professional development and growth activities.

5b.1: Teachers candidates link professional growth to their professional goals by participating in recommended professional activities that reflect a global view, 21st century skills and knowledge, State Board of Education priorities to meet student needs and their own professional growth.A. To learn about the opening and closing days of a semester1. Participate in the opening or closing days of a grading period ELED 44202. Discuss procedures required for the first or last day of school (attendance, lunch, texts) ELED 41223. Discuss procedures for arrival/ dismissal of students (opening day and the on-going

schedule)ELED 4122

B. To learn about school operations1. Tour a school and visit a variety of classes and teachers ELED 44202. Learn first aid procedures, medication policies, and school-wide emergency plans ELED 44203. Learn procedures for using office equipment, such as the copier, computers, telephones, and

laminatorELED 4420

4. Review a copy of the school handbooks for students and faculty ELED 4420C. To learn about students in a school setting1. Observe a teacher-student conference about grades or behavior, when appropriate ELED 44202. Observe students outside of the classroom (other classes, cafeteria, halls, class change, etc.) ELED 44203. Document students' individual differences, learning styles, levels, and social skills EDUC 42904. Sketch a floor plan of the classroom and create a seating chart ELED 4420D. To learn about students from diverse populations who have special needs1. Observe a special education child in his/her special education setting EDUC 4290

E. To learn about the teacher's non-instructional duties



1. Discuss procedures for beginning class, taking roll, handing out materials, tracking missing work

ELED 4420

2. Participate in appropriate non-instructional duties with a teacher, such as bus or hall duty, committees, and extracurricular activities

ELED 4420

3. Discuss policies and procedures concerning texts, technology, or other materials students will use

ELED 4420

F. To build your instructional skills1. Teach at least one whole class lessons of 15 minutes or longer ELED 41222. Explore a possible instructional topic and identify resources you may use during student

teachingELED 4220

G. To enhance your technology skills1. Compile an inventory of technology resources available at the school where you complete

your student teachingELED 3111* (new course)

2. Learn to use the technology your CT uses for instructional and non-instructional purposes ELED 3111* (new course)

3. Explain your technology requirements to your CT and the technology/media specialist in the school where you complete your student teaching

ELED 3111* (new course)

1c.2: Teacher Candidates lead the teaching profession by developing professional relationships and networks.

1. Normal attendance of at least 2 faculty meetings AND 2 team planning meetings/ department meetings & written summary of meetings.

ELED 4420

2. Attend UNCC Career Day during your student teaching semester OR attend one district Job Fair (not required of lateral entry candidates).

ELED 4420

3. Participate in a professional development workshop recommended by your cooperating teacher & written summary of workshop.

ELED 4420

4. Meet with the principal or assistant principal to obtain expectations and suggestions for student teachers and beginning teachers and write reflective summary.

ELED 4420

2 e. 1: The pre-service teacher will collaborate with home and community for the benefit of the students1. Keep a record of all parent contacts made during the student teaching student teaching

semesterELED 4420

2. Create a letter to send home to parents at the beginning of the student teaching semester ELED 44203. Participate in a parent-teacher conference during the student teaching semester ELED 44204. Attend a back-to-school night, PTA meeting, or open house ELED 44205. Review the school report on test scores and student demographics ELED 4420

In addition to completing the activities in Parts 1-5, candidates are reminded that a final, summative reflection of the experiences on the PDP is required. Candidates should complete this reflection using the overview below:

Self-Reflection on Candidate Professional Development PlanEach candidate will submit a reflection of how completing the Candidate Professional Development Plan (CPDP) has prepared him/her to become Excellent Professionals as identified in the UNC College of Education Conceptual Framework. Candidates are asked to use the Executive Summary of the College of Education’s Conceptual Framework to guide their reflections. Given those seven key elements, reflect on the following questions:

1. How knowledgeable are you in working with PreK-12 students? What are your strengths and needs for improvement in this area? a. How do you plan on acquiring and sustaining up-to-date knowledge specific to your professional field

once you are a teacher?2. How would you rate your effectiveness in terms of planning and implementing instructional strategies, as

well as making curricular decisions for your PreK-12 students?a. How do foresee yourself making a positive impact on your students in terms of your teaching, your

classroom environment, and your daily interactions with children/youth and your colleagues?3. How would you rate yourself in terms of your ability to reflect on your practice? How do you plan to

continue to grow in this area?



4. How will you address diversity in your classroom? In your classroom environment? In your teaching? And, in your curricular decision making and planning?a. How do you foresee yourself in collaborating with parents, other school personnel, community

volunteers, and other professionals?5. How do you foresee yourself becoming a leader in your respective discipline or field?

4. How the Evidence is Evaluated

Many of the requirements of the CPDP will be met in 4000-level courses within the professional education sequence. Those assignments, including the written reflections, will be assessed by the instructor using rubrics that will be developed by June 2010. The additional requirements will be assessed by the University Supervisor while the candidate is in his/her student teaching semester. There will also be guidelines for this assessment. All required assignments will be uploaded into TK20.


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