elizabeth city state university revisioning changes

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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

Music Education

Introduction to Educator Preparation Programs

Elizabeth City State University (ECSU) is submitting this program in response to the state’s call for re-

visioned educator preparation programs. In January 2008, the State Board of Education approved in

concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates

barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on

increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s

partnership agreement NCATE.

The new process consists of annual review of candidate evidence to ensure that they meet the standards

for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual

reviews will be coordinated by the State Board of Education and utilize trained inservice educators and

teacher educators. Through random sampling, each specialty area program will be reviewed on a

systematic basis when a critical mass of program completers is reached, but at least once every seven

years. Additionally, candidate on-the-job performance and institutional involvement with and service to

the public schools will be considered in continuing program approval.

The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with

the program’s mission and the conceptual framework. The North Carolina Professional Educator

Standards and the following the programmatic themes are addressed throughout coursework and

experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of

Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the

Framework for 21st Century learning.

The “blueprints” (program proposals) include the following components: A) A description of how the

proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of

the program and how they will be involved in the delivery and evaluation of the program; C) The electronic

evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II,

and Section III; and D) The timeline for implementation.

Music Education – The Program

The music department has significantly restructured its music education program to address the collective

vision for 21st Century Learning that can be used to strengthen the education system that will include

components of knowledge, skills, and dispositions. The collective vision encompasses the following six

areas: 21st Century Content, Learning and thinking skills, ICT Literacy, Life Skills, and 21

st Century

Assessments and Core Subjects.

To address the 21st Century content, the department has implemented an African African-American in

Music course and the Survey of Nonwestern Music to provide a global awareness of music that expands

the traditional Western emphasis. Also, in this area, music majors will address financial and business

awareness in completing assignments regarding music budgets and inventories that will be addressed in

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the music method courses. The other components of the 21 Century content areas: Civic Literacy and

Health and Wellness awareness are addressed in selected General Education courses.

The Learning and Thinking Skills area comprises several skills which will be needed in the 21st Century:

critical-thinking, problem solving, communication, creative and innovating skills, collaboration,

contextual learning and information and media literacy. The arts, such as music have long since utilized

the skills in this area. Music students are expected to use critical-thinking and problem solving skills in

music theory or orchestration courses, where students have to analyze and write music. In these courses,

students have to employ decision-making techniques when being innovative in writing music, using

specific formulas. Further, when performing or listening to music, music students have to determine if

the music is performed correctly. So often, music students will be called upon to justify music or the arts

within the education system; therefore, music students must use good verbal or written communication

skills in addressing various populations within the school system. Regarding collaboration and context, all

music education courses are intertwined. Basically with theses courses, a set of music knowledge is

needed to progress successfully in required courses. In examining information and media literacy, music

students gain knowledge of professional journals, references, music books, and music scores that will

enhance further the study of music. Furthermore, in the music methods courses, students will more than

ever use the skills in this area when designing effective unit plan enabling the students in the public

school systems to have the propensity to be life-long learners or appreciators of music.

Music students must demonstrate their ICT Literacy by taking the newly restructured course: EDUC 203 -

Introduction to Computer Instructional Technology. In this course, students learn computer basics and

develop educational portfolios that will help them complete the requirements for North Carolina

technology proficiency. In addition, students employ and expand their knowledge of instructional

technology by using specific educational and music software in completing assignments required in music

courses such as methods, music theory and aural skills, music history, etc.

While serving in a professional student organization such as the Collegiate Music Educators National

Conference (CMENC), or completing method courses or clinical practice, music students have the

opportunity to demonstrate strong leadership skills. Leadership skills are a major component of Life

Skills. In order to be truly effective, music students will continue to develop leadership skills that will

help to organize their instruction and to serve as strong advocators for student learning.

Assessment is another important area for the 21st Century vision. Music students will be engaged in

assessment projects that will help them to diagnose areas of concern, design instruments, and offer

recommendation for various problems or situations. Music students will also engage in various

assessments/rubrics to measure cognitive, psychomotor and affective skills in the music classroom.

Various software programs will be utilized to create rubrics and/or to examine data.

In the area of Core Subjects, the Music Department has revamped the music education curriculum to

focus more on the basics of music and how to strengthen the facilitation of music instruction to match the

needs of P-12 education.

The 21st Century Vision is directly related to the five new music education standards. Theses standards

embody the standards deemed necessary for 21st century learning and teaching. Of the five standards,

three standards involving performance, music theory/aural skills, and music history are similar to the

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previous standards for music education. However, for each of these three standards, a component was

added to address 21st century initiatives:

1. Performance – performing on an instrument and being able to analyze, interpret and evaluate

music and musical performances – (critical thinking) – courses include: applied music, and large and

small ensembles

2. Music theory/aural skills – demonstrating an understanding of 21st century music technology as a

vital delivery system for teaching and learning music. – Courses include all music theory and aural skills

classes.

3. Music History – using critical thinking in analyzing Western and non-Western music (Global

Emphasis) – courses include two music history classes of Western focus, one course in African-American

Music and one course in Non-western survey of music.

Two standards new to the teacher re-visioning process include the following:

1. Music teacher candidate possess an understanding of music through aesthetic experience and

critical and creative thinking. - Courses/assessments include music theory, music history, music methods,

applied and ensemble classes, and music juries.

2. Music teacher candidates develop and manage a program inclusive of the goals, values, and

purposes of music education. – Courses include music methods classes, choral and instrumental

conducting, and orchestration.

With these new standards, the music department will further restructure its curriculum for more emphasis

on projects/assignments where students will be able to demonstrate thinking skills to a higher level.

These assignments will comprise more reflection and self-evaluations. With the advent of these standards,

students will be able to voice and/or demonstrate these thought processes through verbal and artistic

means. For example, all music students, in readiness for the Senior Recital, will have to demonstrate their

understanding of the processes involved in planning a successful recital. Here, students will discuss

selection of music, technical proficiency needed in performing the repertoire, and analyzing music.

The new program will be different from the former program. There will be more changes in course

descriptions depicting critical and creative thinking, global diversity, varied technology use and problem

solving, financial management and justifying music programs.

In the total re-visioning process, the Music Department proposes the following changes:

1. Modifying current course descriptions to reflect 21st century standards.

2. Adding six additional hours to the student teaching course. (EDUC 443)

3. Changing the professional sequence to unify the alignment of all

professional education courses at ECSU.

4. Adding two additional music applied/ensemble courses to provide

additional practice in enhancing performances skills.

5. Currently, the music department is proposing changes in the General

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Education process to accommodate the added six hours to the student

teaching course. The department proposes the substitution of the

following:

a. African-American Music for a Fine Arts Requirement

b. Music History in lieu of World Civilization

In the Professional Education Sequence, the following changes are made:

1. Six hours will be added to the student teaching course (EDUC 443) for a total number of 12

credit hours.

2. A test and measurement course will be added to ensure that teacher candidates will

demonstrate strategies in promoting a positive impact on student learning through assessment

(testing).

3. In the music method courses, teacher education candidates will have ample opportunity to

develop a music program that addresses program management.

4. Although music majors assist cooperating teachers in afternoon rehearsals, there will be

additional required collaborative projects with the school system that will reflect student

leadership.

Core Courses……………………………………………………………………………....................................43

MUS 101 Recital Attendance P/F

MUS 103 Aural Skills I 1

MUS 104 Aural Skills II 1

MUS 108 Music Theory I 2

MUS 109 Music Theory II 2

MUS 203 Aural Skills III 1

MUS 204 Aural Skills IV 1

MUS 208 Music Theory III 2

MUS 209 Music Theory IV 2

MUS Ensembles 6

MUS Piano Classes 4

MUS 305 Music History I 3

MUS 306 Music History II 3

MUS 307 A Study of Non-Western Music 1

MUSA Principal Instrument 13

MUS 400 Senior Recital 1

Related Courses (Required)…………………………………………………………………………………..13

Vocal Emphasis

MUS 126 Voice Diction 1

MUS 231 String Class 1

MUS 309 Form and Analysis 3

MUS 312 Orchestration 2

MUS 338 Conducting 1

MUS 345 Brass Class 1

MUS 346 Woodwind Class 1

MUS 347 Percussion Class 1

MUS 447 Choral Techniques and Conducting 1

MUS Music Elective 1

Piano Emphasis



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MUS 429 Piano Accompanying 1



Instrumental Emphasis

MUS 123 Voice Class 1







MUS 447 Instrumental Techniques and Conducting 1


MUS Small Ensemble 1

Professional Education Core

CURRENT PROPOSED

EDUC 203 Introduction to Computer

Instructional Technology

3

EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of

Education

3

PSY 302 Human Development 3 PSY Child Development for

Learning and Assessment

3

PSY 309 Educational Psychology 3

EDUC 400 Senior Seminar P/F

SPED 346 Introduction to Special

Education Laws

3 SPED 280 Introduction to Special

Education and Diverse

Learners

3

EDUC 478 Seminar in Contemporary

Educational Issues

P?F EDUC 478 Seminar in Contemporary

Educational Issues

P/F

EDUC 428 Music Methods Elementary

School

3 EDUC 428 Internship I for yearlong

experience with Music

Methods

3

EDUC 429 Music Methods Secondary

School

3 EDUC 429 Internship I for yearlong

experience with Music

Methods

3

EDUC 443 Observation and

Supervision of Student

Teaching

6 EDUC 443 Internship II: Clinical Practice 12

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ECSU MUSIC DEPARTMENT AND PUBLIC SCHOOL PARTNERS

During the re-visioning process, the Chair of the Music Department and faculty members polled area

schoolteachers about music preparation of teachers in the 21st century. Area music teachers are easily

assessable to us because faculty members regularly perform in a number of musical venues in town.

Also, faculty members often visit area school to talk with students and music teachers. Subsequently,

music graduates from ECSU are teaching either in high schools, middle schools or in elementary schools.

Conversations with these teachers focused on the need to have candidates spend more time in the

classroom before student teaching. Our colleagues in P-12 also wished to see students enhance their

performance skills. Seventy-five percent (75%) of the teachers polled indicated that more use of current

technology must be integrated into music lessons. One teacher commented that classroom management

and further development of lessons plans is a must. Finally, the sentiment shared by most of the teachers

indicates the need to develop newer strategies in teaching within an ever-increasing diverse climate.

Finally, one teacher expressed a concern students need to focus on budgets and advocacy of music

programs.

In addition, music department, in collaboration with the School of Education and Psychology, conducted

a survey to ascertain re-visioning responses from area music teachers. The Chairperson contacted the

Elizabeth City Pasquotank Central Office to solicit support from the Curriculum Specialist in contacting

area music teachers to complete the survey. The Curriculum Specialist indicated that this was a great

opportunity for area music teachers to comment about music education preparation at the university level.

Surveys were sent to fifteen music teachers. Out of the seven responders in the teacher category, four (4)

area music teachers were either band, choral or general music teachers. Area music teachers submitted

the following general responses:

1. Music teachers should be organized, fair, caring, respectful and knowledgeable.

2. Music teachers should be Energetic, technically skilled and competent.

3. Music teachers should well-grounded in classroom management.

4. Before student teaching, music students should volunteer and observe more in the public schools.

5. Prior to student teaching, music candidates should know how to use effective discipline measures.

6. In order to provide more preparation for undergraduates, the music department should implement

more hands-on learning experiences.

Based on the responses of area schoolteachers and other teachers polled in the survey, the Music

Department has proposed changes in the method courses and in ensemble and applied lessons. In the

method courses, instead of 10 hours of observations, 15 hours would be required. In addition, in the

revised method courses, more emphasis will be place on program development and financial

management. For ensemble courses, students will have the opportunity to conduct and discuss rehearsal

strategies with the instructor and/or their peers. In the individual applied lessons, teachers will focus in

strengthening performance skills.

Collaborative partnerships with P-12 schools will be strengthened for field experiences and clinical

practice. In addition, P-12 schools will continue to be involved annually with program coordinators and

program enhancements as well to make the transition from current standards to 21st Century Knowledge,

Skills and Dispositions.

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Furthermore, P-12 teachers will be utilized to examine electronic portfolios and to offer comments or

critiques of our music students in the field.

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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 Senior

Recital

Candidates will design a culminating project

that is a research application in the music

specialty area. The project must reflect a

synthesis of the depth of understanding and

application of content knowledge.

Required: 3b.1

3 Pedagogical and Professional

Knowledge Skills and Dispositions:

Evidence that demonstrates effective

design of classroom instruction based

on research-verified practice.

Differentiated Unit

Plan Based on the

North Carolina

Essential Standards

Course of Study

A comprehensive six weeks, unit plan

will be developed that focuses on major

concepts, begins with learner assessment

data, and includes culturally-responsive

teaching practices with differentiation

designed to meet the needs of students.

Recommended: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1,

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

5c.1

4 Pedagogical and Professional

Knowledge Skills and Dispositions:

Evidence that demonstrates knowledge,

skills, and dispositions in practice.2

LEA/IHE

Certification of

Teaching Capacity

State-required evaluation of the candidate

completed by the institution and the

cooperating teacher.

Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1,

2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1,

4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1

1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).

2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.

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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

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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

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c. Teachers lead the teaching profession.

1. Participates in professional development and growth activities.

2. Begins to develop professional relationships and networks.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

d. Teachers advocate for schools and students.

1. Implements and adheres to policies and practices positively affecting students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

e. Teachers demonstrate high ethical standards

1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional

Conduct.

#1 #2 #3 #4 #5 #6 #7 #8

2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS

a. Teachers provide an environment in which each child has a positive, nurturing relationship

with caring adults.

1. Maintains a positive and nurturing learning environment.

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers embrace diversity in the school community and in the world.

1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the

contributions of all cultures.

2. Incorporates different points of view in instruction.

3. Understands the influence of diversity and plans instruction accordingly.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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c. Teachers treat students as individuals.

1. Maintains a learning environment that conveys high expectations of every student.

#1 #2 #3 #4 #5 #6 #7 #8

d. Teachers adapt their teaching for the benefit of students with special needs.

1. Cooperates with specialists and uses resources to support the special learning needs of all

students.

2. Uses research-verified strategies to provide effective learning activities for students with

special needs.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

e. Teachers work collaboratively with the families and significant adults in the lives of their

students.

1. Communicates and collaborates with the home and community for the benefit of students.

#1 #2 #3 #4 #5 #6 #7 #8

3. TEACHERS KNOW THE CONTENT THEY TEACH

a. Teachers align their instruction with the North Carolina Standard Course of Study.

1. Develops and applies lessons based on the North Carolina Standard Course of Study.

2. Integrates effective literacy instruction throughout the curriculum and across content areas to

enhance students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers know the content appropriate to their teaching specialty.

1. Demonstrates and appropriate level of content knowledge in the teaching specialty.

2. Encourages students to investigate the content area to expand their knowledge and satisfy

their natural curiosity.

#1 #2 #3 #4 #5 #6 #7 #8

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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

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d. Teachers make instruction relevant to students.

1. Integrates 21st century skills and content in instruction.

#1 #2 #3 #4 #5 #6 #7 #8

4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS

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ELEMENTS

a. Teachers know the ways in which learning takes place, and they know the appropriate levels

of intellectual, physical, social, and emotional development of their students.

1. Identifies developmental levels of individual students and plans instruction accordingly.

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

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

b. Teachers plan instruction appropriate for their students.

1. Collaborates with colleagues to monitor student performance and make instruction responsive

to cultural differences and individual learning needs.

#1 #2 #3 #4 #5 #6 #7 #8

c. Teachers use a variety of instructional methods.

1. Uses a variety of appropriate methods and materials to meet the needs of all students.

#1 #2 #3 #4 #5 #6 #7 #8

d. Teachers integrate and utilize technology in their instruction.

1. Integrates technology with instruction to maximize students’ learning.

#1 #2 #3 #4 #5 #6 #7 #8

e. Teachers help students develop critical-thinking and problem-solving skills.

1. Integrates specific instruction that helps students develop the ability to apply processes and

strategies for critical thinking and problem solving.

#1 #2 #3 #4 #5 #6 #7 #8

f. Teachers help students to work in teams and develop leadership qualities.

1. Organizes student learning teams for the purpose of developing cooperation, collaboration,

and student leadership.

#1 #2 #3 #4 #5 #6 #7 #8

g. Teachers communicate effectively.

1. Uses a variety of methods to communicate effectively with all students.

2. Consistently encourages and supports students to articulate thoughts and ideas clearly and

effectively.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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ELEMENTS

h. Teachers use a variety of methods to assess what each student has learned.

1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’

progress and to inform instruction.

2. Provides evidence that students attain 21st century knowledge, skills and dispositions.

#1 #2 #3 #4 #5 #6 #7 #8

#1 #2 #3 #4 #5 #6 #7 #8

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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.

Core Courses……………………………………………………………………………....................................43

MUS 101 Recital Attendance P/F

MUS 103 Aural Skills I 1

MUS 104 Aural Skills II 1

MUS 108 Music Theory I 2

MUS 109 Music Theory II 2

MUS 203 Aural Skills III 1

MUS 204 Aural Skills IV 1

MUS 208 Music Theory III 2

MUS 209 Music Theory IV 2

MUS Ensembles 6

MUS Piano Classes 4

MUS 305 Music History I 3

MUS 306 Music History II 3

MUS 307 A Study of Non-Western Music 1

MUSA Principal Instrument 13

MUS 400 Senior Recital 1

Related Courses (Required)…………………………………………………………………………………..13

Vocal Emphasis

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MUS 126 Voice Diction 1










Piano Emphasis








MUS 429 Piano Accompanying 1



Instrumental Emphasis

MUS 123 Voice Class 1







MUS 447 Instrumental Techniques and Conducting 1


MUS Small Ensemble 1

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

The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a

sequence of specific course(s) through which the content knowledge is acquired. The combined sequence

of courses and the grades earned in the specified courses along with the evidence projects included in this

document demonstrate mastery of the content taught (3b1).

4. How will the evidence be evaluated by the institution?

The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher

Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion

of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher

Education Program will be evaluated by the candidate‘s advisor who signs the Application for Admission

to the Teacher Education Program and by the Office of Teacher Education and the admissions committee.

At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of

School Services and by the Office of Teacher Education prior to approval for beginning the year long U-

Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School

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Services and by the Office of Teacher Education upon completion of the field experience. A final

evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of

Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at

Elizabeth City State University votes on all candidates prior to the awarding of the degree.

#2 Required - Content Knowledge

Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content

knowledge in the specialty area.

This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the

teaching specialty.

1. Name of Evidence: Culminating Project: Documentation of Learning (DOL)- Senior Recital

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

The Culminating Project-Documentation of Learning (DOL) Senior Recital is an advisor-approved

research, application, or curriculum project that will span two semesters beginning in the first semester of

the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. The

Senior Recital is the final musical assessment for graduation. The recital documents your understanding,

depth and breadth of musical content, of the works performed. This documentation will indicate your

proficiency depicted in the North Carolina Professional Teaching Standard #3.b. It is important that

teachers know the content applicable to their teaching specialty.

The Senior Recital represents your understanding of content knowledge through the choice of repertoire

and performance of the pieces. The Recital should evolve around your studies in music theory, ear

training, music history, applied music, non-western music, performance, and methodology.

The semester prior to the Senior Recital, a program is designed listing varied repertoire complete with

program notes. The Senior Recital includes music that represents various periods in history, cultures, and

composers. In planning your recital program, you may also include apiece written by you. A reflection

rubric/assessment describing the creative, technical and analysis process involved in preparing for the

recital is completed. The reflection component of the recital will answer specific questions regarding the

repertoire chosen. These questions will focus on, technical executions, and music literature analysis

(critical and creative thinking) and the historical significance of these selections. A panel of faculty

members (Recital Committee) will analyze your responses and submit a grade of P/F to the Senior Recital

Faculty member.

The Semester of the Senior Recital, a meeting with the Applied teacher and the Senior Recital Instructor

occurs to establish a hearing date and a final date for the Recital. The Senior Recital Hearing takes place

at least three weeks before the actual Senior Recital. An average score of 25 is required to pass the Senior

Recital Hearing and proceed with the Recital.

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Candidates will use information and communications technology to present their research paper to a

workshop group during the latter part of the first semester. This high quality multimedia presentation

must accompany the oral presentation.


The Culminating Project-Documentation of Learning (DOL) Senior Recital is an indepth study that reflects

a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that

candidates demonstrate an appropriate level of content knowledge in the teaching specialty.

4. How the evidence is/will be evaluated by the institution.

A team of faculty members and LEA partners develop rubrics that will be used for the Culminating

Project-Documentation of Learning (DOL) Senior Recital Electronic Evidence #2.

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#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions

Pedagogical and Professional Knowledge Skills and Dispositions:

Evidence that demonstrates effective design of

classroom instruction based on research-verified practice.

It is recommended this evidence address descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1,

4e.1, 4f.1, 5c.1.

Descriptors addressed IF different from those recommended:

1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of

Study/Essential Standards

2. Specific directions and/or requirements for the evidence provided to the candidates: Each

candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet

the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may

contain individual content lessons as well as integrated content lessons (for example, music and social

studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century

Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit.

The instructional plans within the unit will be differentiated to show how candidates provide students with

different avenues to acquiring the designated content; to processing, constructing, or making sense of

ideas; to developing teaching activities and products so that all students in the classroom learn effectively

regardless of differences in ability; and to incorporate group input and feedback into the work as teams

collaborate and cooperate. Candidates’ units must include some essential features such as:

All learners have set goals and are engaged in the learning activity.

The lesson content should address the same concepts with all students but be adjusted by degree of

complexity for the diversity of learners in the classroom.

Critical and creative thinking must be designed in lessons for the culturally-responsive and

globally-connected classroom.

Incorporate evidence-based instructional strategies that help students acquire and integrate

knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks,

supports, materials, additional motivation, or adaptive/assistive equipment for different students in

the classroom.

On-going assessment of student readiness and growth must be included for meaningful and

successful differentiation. Assessment should occur before, during, and following instruction.

Assessments may be paper or electronic, formal or informal, including interviews, surveys,

performance assessments, and more formal evaluation procedures.

Pre- and on-going assessment are essential to helping teachers provide more effective instructional

strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs,

interests and abilities that exist in classrooms of diverse students.

As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and

monitoring student performance, and communicating results. Candidates should consult other specialists 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

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setting. The complete unit plan and a written reflection of the total experience will be required of each

teacher candidate. The complete unit plan and a written reflection of the total experience will be required of

each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented

during clinic practice. A rubric will be developed for the unit and the written reflection.

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

The unit will address the following descriptors as denoted by the terms below selected from the Specific

directions section above:

NCPTS Element Specific Directions Selections 1a.2 Draws on appropriate data to develop

classroom and instructional plans

Each candidate will develop a comprehensive differentiated

unit plan that is data-driven and is designed to meet the

individual instruction needs of student in a heterogeneous

classroom.

standards and benchmarks for the grade or course; Pre- and

on-going assessment

2b.3 Understands the influence of diversity and

plans instruction accordingly

The lesson content should address the same concepts with all

students but be adjusted by degree of complexity for the

diversity of learners in the classroom.

2d.1 Cooperates with specialist and uses resources

to support the special learning needs of all students.

Candidates should consult other specialists to assist in

developing and varying instruction based on student needs.

3a.1 Develops and applies lessons based on the

North Carolina Standard Course of Study

reviewing the standards (NCSCS, 21st Century Framework,

technology, etc.) and benchmarks for the grade or course

3c.1 Demonstrates knowledge of links between

grade/subject and the North Carolina Standard

Course of Study by relating content to other

disciplines.

integrated content lessons (for example, music and social

studies)

3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for

the culturally-responsive and globally-connected classroom.

3d.1 Integrates 21st century skills and content

instruction.

reviewing the standards (NCSCS, 21st Century Framework,

technology, etc.) and benchmarks for the grade or course and

determine a focus for the unit

4a.1 Identifies developmental levels of individual

students and plans instruction accordingly.

assessment … essential to helping teachers provide more

effective instructional strategies (via face-to-face, print,

digital, etc.), choices, and scaffolds for the varying needs,

interests and abilities that exist in classrooms of diverse

students.

4a.2 Access and uses resources needed to address

strengths and weaknesses of students.

4d.1 Integrates technology to maximize students’

learning

Candidates’ technology integrated lessons will show clearly

articulated thoughts and ideas with effective oral, written, and

nonverbal communication skills in a variety of forms and

contexts including digital technologies (computers, PDAs,

media players, GPS, etc.), networking tools, and social

networks. Technology will be used in getting students to

collaborate and solve problems and explore creative ways to

demonstrate learning.

4b.1.Collaborates with colleagues to monitor

student performance and make instruction

responsive to cultural differences and individual

learning needs.

candidates will collaborate with inservice teachers on goal

setting, assessing and monitoring student performance, and

communicating results; candidate must collaborate with

colleagues, developing teaching activities and products so that

all students in the classroom learn effectively regardless of

differences in ability

4c.1 Uses a variety of appropriate methods and Instruction may require varied tasks, supports, materials,

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materials to meet the needs of all students. additional motivation, or adaptive/assistive equipment for

different students in the classroom.

4e.1 Integrates specific instruction that helps

students develop the ability to apply processes and

strategies for critical thinking and problem solving.

provide students with different avenues to acquiring the

designated content; to processing, constructing, or making

sense of ideas; to developing teaching activities and products

so that all students in the classroom learn effectively

regardless of differences in ability

4f.1 Organizes student learning teams for the

purpose of developing cooperation, collaboration,

and student leadership.

to incorporate group input and feedback into the work as

teams collaborate and cooperate

5c.1 Uses a variety of research-verified approaches

to improve teaching and learning.

Incorporate evidence-based instructional strategies that help

students acquire and integrate knowledge, and practice,

review, and apply knowledge.

4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric will be

developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher, two additional

professors familiar with instructional practices, and class peers from the candidate’s methods course will

evaluate the candidate’s unit plan, multimedia presentation, and written reflections. Each candidate will

introduce his/her unit plan, multimedia presentation; explain his/her instructional goals, the research-

based practices used, the assessments used, the differentiation strategies used, the demographic (including

exceptional needs and English Language Learners) composition of the class, disaggregated student

performance data, and the desired learning outcomes to his/her assessment team. The candidate will

consult with his/her mentor/cooperating teacher and methods professor throughout the development of the

unit.

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#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and

Dispositions

Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,

and dispositions in practice.

This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.

Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1,

4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1

1. Name of Evidence: LEA/IHE Certification of Teaching Capacity

2. Specific directions and/or requirements for the evidence provided to the candidates

Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation Rubric and

they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate.

To be recommended for licensure, a candidate must demonstrate professional performance at no less than

the Proficient Candidate level on each element and on each standard.

The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher Candidate

Evaluation Rubric. The Teaching Certification document is verified with signatures by the school district

and the university to certify to the state that the preservice candidate has demonstrated proficiency in the

big picture areas of Professionalism, Classroom Climate/ Culture, Instruction, Evaluation/Assessment,

and Impact on Student Learning. The candidate must meet each of the descriptors identified in the

Teaching Certification document to be recommended for licensure as well as all other state and

institutional requirements. The candidate’s signature does not imply agreement with the ratings. The

signatures of the cooperating teacher, principal (or designee), and university supervisor verify the

accuracy of and agreement with the ratings on each descriptor.

3. N/A

4. How the evidence is/will be evaluated by the institution.

During the clinical practice semester, cooperating teachers and university supervisors provide early and

ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept

feedback, and sensitivity to individual differences in students. Assessments occur through progress

reports and formative and summative evaluations.

During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the

candidates three times with a final evaluation at the end of the clinical experience. The university

supervisor assesses the candidates at the clinical experience site and does three visits with a final

evaluation.

25

A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation

Rubric for interim observations and reports.

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#5 Required- Positive Impact on Student Learning

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

It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.


1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and

supports.


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.


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

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Carolina Standard Course of Study. Since the candidate will take the lead in the development of the

“Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall

leadership skills along with his/her ability to lead in the classroom (1a.1). By working closely with their

methods instructor and cooperating teacher in developing and implementing the “Comprehensive

Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in

planning, monitoring student performance and making data driven instructional decisions that are

responsive to an individual student’s learning needs (4b.1).

Candidates’ comprehensive assessment plan, driven by data and integrating technology (for example,

ClassScape), will demonstrate P-12 student achievement of higher order of thinking.

Technology will be used as a tool to research, organize, evaluate and communicate

Information. P-12 student work must show that data are gathered from formative assessments, ongoing,

and summative assessments. Candidate must show that they used the data to reflect upon the points in the

assessment and learning process where specific students and groups of students began to show evidence

of growth or difficulty in their learning and where candidates made modifications to impact positively the

students’ learning. By utilizing on-going research based teaching strategies, creating a variety of authentic

assessments and utilizing formative and summative assessment data available through ClassScape and at

the assigned P-12 public school, the candidate will be able to plan and scaffold instruction appropriate to

meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-

teach, group, regroup, provide supports and facilitate learning for all students regardless of their diverse

backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to

analyze student learning and chart a course to improve student learning (4h.1, 5a.1).

Throughout the process of developing, implementing, and evaluating their comprehensive assessment

plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate 21

st Century Skills

through incorporating global awareness, technology integration, media literacy, critical thinking, problem

solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for student

collaboration and innovation. The Comprehensive Plan itself will require candidates to demonstrate their

ability to utilize 21st Century technology (i.e. ClassScape), to communicate and collaborate effectively

with a team of University and P-12 school personnel including their cooperating teacher, cooperating

principal and university supervisor. The plan will require candidates to include content such as global

awareness. ClassScape, an online classroom-based assessment system, will enable pre-service teachers to

achieve and maintain curriculum/ instructional alignment, assist them with identifying and remediating

individual and class weaknesses, and help them to differentiate instruction for students who demonstrate

mastery. Candidates will integrate the flow of information from a wide variety of sources, ask significant

questions that clarify various points of view that lead to better solutions, and reflect critically on learning

experiences. Throughout the process, candidates must articulate thoughts and ideas effectively using oral,

written and nonverbal communication skills in a variety of forms and contexts including digital

technologies (computers, PDAs, media players, GPS, etc.), networking tools and social networks (4h.2).

By focusing on learning progressions and supports, the candidate will be able to assess the students’

progress toward meeting individual, grade level and graduation goals and attaining 21st Century

knowledge, skills and dispositions (5a.1).

4. How the evidence will be evaluated by the institution.

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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.


1. Name of Evidence: Candidate Leadership Project


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.


Candidate will be required to engage in collaborative and collegial professional learning activities in

understanding and evaluating the critical elements of the selected school’s school improvement plan in

order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate

will collaborate and engage in professional learning activities further as he/she selects an area of need and

develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate

Leadership Project must be based on a need that is identified in the selected school’s improvement plan

and must be data driven. Data must also be used throughout the project in order to validate that the

selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate

Leadership Project will require professional development on an on-going basis - prior to the development

of the project, during the development and implementation of the project and at the end of the project. The

professional development will begin with an overview of the school improvement planning process and

will be conducted by personnel from the selected school. During their field experience, candidates will be

required to become engaged in the school improvement process. On-going professional development will

be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership

Project will require involvement of the students’ families from the outset. Parental permission must be

obtained for the project and the project must include a component for collaborating with families (2e.1).

Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of

Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of

everything that we do. The Candidate Leadership Project must include reflective journaling that will

include a pre, interim, and post reflective paper (5b.1).

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4. How the evidence will be evaluated by the institution.

A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment

of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the

junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior

year, first semester of the senior year and second semester of the senior year respectively. Checkpoints

will increase in intensity each semester with a deadline for completion of the project set for the end of the

first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU

professors and LEA personnel representing the candidates’ major, specialty area and the cooperating

LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.

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D. The timeline for implementation.

The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching

Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have

been involved in the development of the specialty area standards and Department of Public Instruction

stall for approval on July 1, 2009.

Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and

presented to the various committees at the University for approval. Assignments, course rubrics, syllabi

materials and resources will be researched, revised and field tested during the spring semester of the

2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are

appropriate for achieving the North Carolina State Board of Education’s mission.

Implementation and on-going evaluation of the program with LEA partners will commence during the fall

of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are

expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and

program improvements will be on-going. A more detailed timeline follows below:

Timeline for Implementation

S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program

blueprint according to

DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*

Apply for and receive

approval for new

courses from ECSU

required committees/

councils

*

*

*

Research and select

new course materials

*

*

*

*

*

*

*

*

*

*

*

With partners, create

rubrics for required

assignments

*

*

*

*

*

Pilot new required

assignments in current

courses

*

*

*

*

*

*

*

*

*

With partners, revise

assignments and

rubrics according to

lessons learned

*

*

*

*

*

*

*

With partners, select

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student work to serve

as exemplars for major

evidences rubrics

* * * *

Utilize continuous

evaluation, on-going

communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

elizabeth city state university revisioning changes

Documents