elizabeth city state university revisioning changes june 15, 2010 … · 2018-07-20 · 1 elizabeth...

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Elizabeth City State University

Revisioning Changes

June 15, 2010

Electronic Evidence 2 – Documentation of Learning

Clarification and specification were provided to detail each specialty area.

Delineation of what counts for content for each license/program area has been included in

EE #1, item 2.

Electronic Evidence 3 - Differentiated Unit Plan based on the North Carolina Course of

Study/Essential Standards

Clarification is provided on how 4.d.1 (technology) is addressed in the evidence.

Electronic Evidence 5 – Comprehensive Assessment Plan

P-12 students have been added so that it is clear that the candidates are working with

public school students (1a1).

Clarification and modifications were provided to delineate that candidates provided

evidence that P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).

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Elizabeth City State University

Elementary Education

Introduction to Educator Preparation Programs

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

for re-visioned educator preparation programs. In January 2008, the State Board of Education

approved in concept, a new program approval process. The process focuses on outcomes, rather

than inputs, eliminates barriers and obstacles that do not ensure quality, and allows greater

institutional flexibility based on increased rigor and accountability. ECSU will continue to seek

national accreditation through the State’s partnership agreement NCATE.

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

standards for teachers based on a rubric that is aligned with the inservice teacher evaluation

instrument. The annual reviews will be coordinated by the State Board of Education and utilize

trained inservice educators and teacher educators. Through random sampling, each specialty area

program will be reviewed on a systematic basis when a critical mass of program completers is

reached, but at least once every seven years. Additionally, candidate on-the-job performance and

institutional involvement with and service to the public schools will be considered in continuing

program approval.

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

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

Professional Educator Standards and the following the programmatic themes are addressed

throughout coursework and experiences: 1) Data-based decision making; 2) Research-validated

strategies; 3) NC Standard Course of Study for horizontal and vertical alignment; 4) national

specialty organization standards; and 5) the Framework for 21st Century learning.

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

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

re-visioning of the program and how they will be involved in the delivery and evaluation of the

program; C) The electronic evidences the institution will use to demonstrate candidates meet the

standards with Section I, Section II, and Section III; and D) The timeline for implementation.

Elementary Education – The Program

A. A description of how the proposed program has been re-visioned to reflect the North

Carolina Standard for Teachers and the 21st century knowledge, skills, and dispositions

embedded in them and the rationale for the changes, i.e., how the new program is

different from the current program, how it reflects the North Carolina Standards for

Teachers and the 21st century knowledge, skills, and dispositions embedded in the

standards, and why specific revisions are being made.

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Once given the task to review the current course requirements, the elementary education

faculty immediately began a discussion about the current program and how the current

courses aligned to the “new” North Carolina Standards for Teaching and 21st century

knowledge skills and dispositions. The current program provides professional education

courses for students wanting to major in elementary education. The elementary program

prepares students to teach kindergarten through sixth grade. A minimum of 124 semester

hours are required to complete the program and elementary majors are required to

complete a total of sixty hours of field experience in a public school classroom setting.

The first step in the revisioning process was to invite community partners to the

university to explain the revisioning and ask their assistance with the task. After a

committee was formulated surveys were developed and focus group meetings were

planned with groups that represented elementary schools, elementary teachers,

undergraduate students, graduate students, student teachers, cooperating teachers and

parents. Each focus group began with an overview of the current data and the new NC

Standards for 21st Century Learning and the North Carolina State Board of Education’s

mission which provided background information for each focus group.

The final analysis of the surveys and focus group discussions validated the need for

changes in the elementary education program. The results suggested a need for additional

reading and language arts courses to include all aspects of communication listening,

speaking, viewing, reading, thinking and writing. It was also apparent that additional

time is needed for mathematics and the courses needed realignment to provide more time

on mathematical conventions to increase student’s knowledge and understandings.

In the current program, students are provided a science course option of either physical

science or biological science. In the new program, students are required to take

biology/Lab and physical science/Lab or geological science/Lab. To address the civic

competence of the new standards, geography was added to meet the new teaching

standards for social studies. Technology and assessment components were added to each

methods course and an additional course for assessment and measurement is proposed.

Other changes include a course in Positive Behavior Management, which is the adopted

method of classroom management for the state of North Carolina.

The matrix below demonstrates how the current program is different from the proposed

program.

B.S. ED. Degree in Elementary Education K-6

General Education Core

46 Credit Hours Current Proposed

GE 102 English Comp and Grammar 3 GE 102 English Comp and Grammar 3

GE 103 English Comp and Vocabulary 3 GE 103 English Comp and Vocabulary 3

GE 201

World Literature I 3 GE 201

SPAN 101

World Literature I

Spanish

3

3

EDUC 203 Introduction to Computers… 3 EDUC 203 Instructional Technology

3

MATH

121

Number Systems and Algebra 3 MATH 121 Number Sense, Numerical

Operations and Algebraic

Thinking

3

MATH Geometry and Data Analysis 3 MATH 122 Spatial Sense, Measurement and 3

4

122 Geometry

GE 122 T Freshman Seminar 1 GE 122 T Freshman Seminar 1

GE 155 /L Principles of Biology 4

GE Natural Sciences and Math 4 GE 158/L

GE152/L

Principles of Geological Science

Or Principles of Physical Science

4

GE 140 World Civilization I 3 GE 140 World Civilization I 3

GE 141 World Civilization II 3

GE 142 Intro to Geography 3

GE PE PE Activities 2 GE 363 Group Games and Rhythms 1

GE Fine Arts and Communication 2

2

GE

SPCH 214

Fine Arts and Communication

College Speech

2

2

GE 185 Health Concepts 2 GE 185 Health Concepts 2

PSY 212 Intro to Psychology 3 PSY 212 Intro to Psychology 3

46

hrs

Specialty Area Course Requirements

19 credit hours Current Proposed

EDUC 201 Foundations of Education 3 EDUC 210 PS I Introduction to Education 3

EDUC 202 Music and Art in the

Classroom

2 EDUC 202

Music and Art in the Elementary

Classroom

2

POLS 301 American National

Government

3

HIST 376 History of North Carolina 3

PE 363 Group Games and Rhythms 1 PE 363 Group Games and Rhythms

ENGL 319 Children’s Literature 3

EDUC 220 Sophomore Seminar P/F EDUC 199

EDUC 200

Pre-Professional Studies I

Pre-Professional Studies II

2

1

EDUC 349 Classroom Management

Techniques

3 SPED 370 Introduction to Positive Behavior

Support

3

MUS 227 Fundamentals of Music 1

EDUC 225 Explorations in Mathematics 3

EDUC 250 Introduction to Reading 3

HLTH 373 Health in the Elementary

School

2 HLTH 373 Health in the Elementary School 2

21 19

Professional Core Courses

42 Credit Hours Current Proposed

EDUC 479 Multicultural Education 3 EDUC 310 PS II : Special Educ and Diverse

Learners

3

READ 310 Teaching Reading and

Language Arts in the

Elementary School

3 ELEM 300

Reading and Language Arts

3

READ 320 Reading in the Content Areas 3 EDUC 350 Intermediate and Content Reading 3

SPED 346 Introduction to Special

Education

3

5

EDUC 413 Instructional Methods in the

Elementary Curriculum

3 EDUC 410 PS IV: Instructional Methods and

Leadership

3

EDUC 431 Mathematics Methods 3 EDUC 430 Mathematics Method in the

Inclusive Class

3

EDUC 434 Science Methods 3 ELEM 395 Science Methods in the Inclusive

Class

3

EDUC 436 Social Studies Methods 3 ELEM 390 Social Studies Methods in the

Inclusive Class

3

EDUC 478 Seminar in Contemporary

Educ. Issues

P/F EDUC 478

Seminar in Contemporary Educ.

Issues

P/F

EDUC 400 Senior Seminar P/F

PSY 302 Human Development 3 EDUC 360 PSIII: Teaching and Assessment 3

PSY 309 Educational Psychology 3 SPED 450 Implementing Positive Behavior

Support

3

EDUC 349 Classroom Management 3 EDUC 370 Introduction to Positive Behavior

Support

3

EDUC 433 Observation and Supervised

Teaching in the Elementary

School

12 EDUC 433 Observation and Supervised

Teaching in the Elementary

School

12

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B. How public school partners were involved in the re-visioning of the program and how they

will be involved in the delivery and evaluation of the program.

Public School partners involved in the process and evaluation of the program represent

the Northeastern Counties of North Carolina. Schools partners attended the elementary

re-visioning committee meetings and provided input to the re-visioning process. The

partners and focus group members represented a broad range of elementary classroom

teachers K-6, elementary principals, assistant principals, cooperating teachers, parents

and ECSU graduates and undergraduates participated in the elementary re-visioning

process.

The LEA partners reviewed the current course requirements and the purposed courses

requirements for elementary education on three different occasions before the final draft

was submitted to administration for review prior to the DPI submission.

The proposed changes were made to produce elementary teacher candidates who are

prepared to execute the North Carolina State Board of Education’s mission of ensuring

that one hundred percent of public school students graduate from high school and are

globally competitive for work and/or higher education ECSU elementary teacher

candidates must graduate as 21st Century Educators to complete the mission of The North

Carolina State Board of Education. The Elementary Re-visioning Committee will

reconvene once feedback and approval is received from the North Carolina State Re-

visioning Review Team.

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SECTION I: KEY EVIDENCES

This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all

candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected

in the program standards. The template briefly describes each evidence and identifies the descriptors of the elements of the standards

each addresses. The recommended alignment of the descriptors with the evidences is reflected in the template. The template submitted

reflects the alignment used by the institution

Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the

Standards Addressed by the Evidence

1 Content Knowledge: Evidence that

demonstrates breadth of content

knowledge in the specialty area1.

Transcript Copy of transcript with at least 24 semester

hours of coursework relevant to the

specialty area from a regionally accredited

college or university with a grade of C (2.0)

or better in each of the 24 hours.

Required: 3b.1

2 Content Knowledge: Evidence that

demonstrates candidate depth of

understanding and application of

content knowledge in the specialty

area.

Reading Research

Project

Candidates will design a culminating

project that is a research project. The

project must reflect a synthesis of the depth

of understanding and application of reading

knowledge.

Required: 3b.1

3 Pedagogical and Professional

Knowledge Skills and Dispositions:

Evidence that demonstrates effective

design of classroom instruction based

on research-verified practice.

Differentiated Unit

Plan Based on the

North Carolina

Essential Standards/

Course of Study

Candidates will develop a

comprehensive, unit plan that focuses

on major concepts, and includes

culturally-responsive teaching practices

with differentiation designed to meet

the needs of students

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

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

4f.1, 5c.1

4 Pedagogical and Professional

Knowledge Skills and Dispositions:

Evidence that demonstrates

knowledge, skills, and dispositions in

practice.2

LEA/IHE

Certification of

Teaching Capacity

State-required evaluation of the

candidate completed by the institution

and the cooperating teacher.

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

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

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

5a.1

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

7

Addressed by the Evidence

5 Positive Impact on Student

Learning: Evidence that

demonstrates impact on student

learning.

Comprehensive

Mathematics

Assessment Plan

Candidates with the assistance of the

cooperating teacher will select students

in need of additional instructional

support in mathematics. The candidate

will conduct a pre-assessment, plan and

implement instruction and conduct a

post-assessment to document the

candidates’ impact on student learning.

Recommended: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1

6 Leadership and Collaboration:

Evidence that demonstrates

leadership and collaboration.

Candidate

Leadership Project

In collaboration with their advisor,

university supervisor, and cooperating

teacher the Candidates will utilize school

improvement plan data to assist the school

in the development of a plan for

improvement. Candidates will

demonstrate knowledge, skills and

dispositions in leadership and

collaboration.

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

2e.1, 5b.1

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SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS

In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section

I . Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template

submitted MUST reflect the alignment used by the institution.

NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I

DEMONSTRATING THE DESCRIPTORS OF THE

ELEMENTS

1. TEACHERS DEMONSTRATE LEADERSHIP

a. Teachers lead in their classrooms. 1. Evaluates the progress of students toward high school graduation using a variety of

assessment data measuring goals of the North Carolina Standard Course of Study.

2. Draws on appropriate data to develop classroom and instructional plans.

3. Maintains a safe and orderly classroom that facilitates student learning.

4. Uses positive management of student behavior, effective communication for defusing and

deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and

restraint.

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

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

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

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

b. Teachers demonstrate leadership in the school.

1. Engages in collaborative and collegial professional learning activities.

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

3. Displays the ability to use appropriate data to identify areas of need that should be addressed

in a school improvement plan.

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

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

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

c. Teachers lead the teaching profession.

1. Participates in professional development and growth activities.

2. Begins to develop professional relationships and networks.

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

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

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ELEMENTS

d. Teachers advocate for schools and students.

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

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

e. Teachers demonstrate high ethical standards

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

Conduct.

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

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

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

with caring adults.

1. Maintains a positive and nurturing learning environment.

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

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

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

contributions of all cultures.

2. Incorporates different points of view in instruction.

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

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

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

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

c. Teachers treat students as individuals.

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

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

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

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

students.

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

special needs.

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

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

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ELEMENTS

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

students.

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

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

3. TEACHERS KNOW THE CONTENT THEY TEACH

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

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

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

enhance students’ learning.

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

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

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

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

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

their natural curiosity.

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

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

c. Teachers recognize the interconnectedness of content areas/discipline.

1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard

Course of Study by relating content to other disciplines.

2. Relates global awareness to the subject.

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

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

d. Teachers make instruction relevant to students.

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

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

4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS

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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. The following courses are used by candidates to

demonstrate competencies:

Course No. Course Name Crd Hr

ELEM 202 Music and Art in the Classroom 1

PE 363 Group Games and Rhythms 1

ELEM 210 PS I: Introduction to Education 3

EDUC 225 Explorations in Mathematics 3

ELEM 250 Introduction to Reading 3

ELEM 300 Reading and Language Arts 3

SPED 370 Introduction to Positive Behavior Support 3

EDUC 310 PSII: Special Education and Diverse Learners 3

EDUC 350 Intermediate and Content Reading 3

EDUC 360 PSIII: Teaching and Assessment 3

HLTH 373 Health in the Elementary School 2

ELEM 390 Social Studies Methods in the Inclusive Class 3

ELEM 395 Science Methods in the Inclusive Class 3

ELEM 410 PS IV: Instructional Methods and Leadership 3

ELEM 430 Mathematics Methods in the Inclusive classroom 3

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SPED 450 Implementing Positive Behavior Support 3

EDUC 433 Clinical Practice 12

EDUC 478 Seminar in Contemporary Issues P/F

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

and II.

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

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

combined sequence of courses and the grades earned in the specified courses along with the

evidence projects included in this document demonstrate mastery of the content taught (3b1).

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

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

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

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

admission to the Teacher Education Program will be evaluated by the candidate‘s advisor who

signs the Application for Admission to the Teacher Education Program and by the Office of

Teacher Education and the admissions committee. At Transition Point II, the candidate’s

Application for Clinical Practice is evaluated by the Office of School Services and by the Office of

Teacher Education prior to approval for beginning the year long U-Step Internship Program. The

candidate’s credentials are evaluated again by both the Office of School Services and by the Office

of Teacher Education upon completion of the field experience. A final evaluation of the

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

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

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

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#2 Required - Content Knowledge

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

knowledge in the specialty area.

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

teaching specialty.

1. Name of Evidence: Reading Research Project

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

The Reading Research Project is an advisor-approved research project. Candidates must decide on

a focus and prepare a proposal detailing their study. Within the contextual focus area, the candidate

will use critical thinking and problem-solving skills to apply his/her expertise learned in the major

studies to real-world school and/or community issues. North Carolina describes future-ready

students as being proficient readers. In many low-income areas such as Northeastern North

Carolina reading proficiency is an impediment to future academic and economic success. For these

reasons, candidates will research a component of reading; either phonemic awareness, the

alphabetic principle or reading comprehension. Candidates will submit a written paper and will

present their findings to their peers, School of Education faculty, and interested LEA partners.

Rubrics will be designed to evaluate separate components of the project including depth of content

knowledge, appropriateness of sources, effective writing, presentation, and information media

literacy. Candidates will also conduct a self-assessment.

The project must include a written research paper that incorporates multiple perspectives, not just

Eurocentric. The project is intended to be innovative, creative, and an original work. The final

product should be clearly presented in a specified form, suitable for inclusion in an

electronic/professional portfolio or other permanent record. Completed projects must demonstrate

that the candidate:

Uses research and inquiry methods appropriate to this project;

Commands a thorough understanding of reading in elementary education;

Accesses and uses current and foundational literature in elementary education;

Expresses the nature, means and intent of the project with clarity;

Uses comparative analyses of verified-research approaches to propose best techniques for

mastery of learning;

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

a team upon the completion of the research paper. This high quality multimedia presentation must

accompany the oral presentation.

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

II.

The Reading Research Project is an in-depth study that reflects a synthesis of the depth of

understanding and application of content knowledge. This project will demonstrate depth of

knowledge (3b1) in the Elementary Education specialty area of reading acquisition and

development.

This project will also meet the following Specialty Area Standards: Standard 1: Elementary

grades teacher candidates have the knowledge and understanding of language and how language is

used to develop effective communication in listening, speaking, viewing, reading, thinking, and

writing. Specifically, it addresses 1A: the function, influence and the diversity of language; 1C:

foundations of reading; and 1D: reading processes through a wide range of text.

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

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

Reading Research Project ) Electronic Evidence #2. The Reading Research Project will be

evaluated utilizing an in-depth rubric that ensures consistent quality across projects. Candidates

will begin the project during the Introductory Reading course. The course instructor using the

common rubric will evaluate work completed at that time. Candidates will continue working on

the project throughout the following two reading courses: ELEM 300 and EDUC 350.. The final

evaluation will occur prior to student teaching. At that time, all projects will demonstrate an

acceptable level of in-depth knowledge regarding the reading process. The project will be

evaluated by at least two different experts including faculty and LEA team members, to ensure fair

and equitable evaluation of all candidate work. This participation of various stakeholders will also

provide opportunities for programmatic change, as necessary.

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#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions

Pedagogical and Professional Knowledge Skills and Dispositions:

Evidence that demonstrates effective design of

classroom instruction based on research-verified practice.

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

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

Descriptors addressed IF different from those recommended:

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

Study/Essential Standards

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

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

to meet the individual instruction needs of student in a heterogeneous classroom The candidate

must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century Framework,

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

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

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

sense of ideas; to developing teaching activities and products so that all students in the classroom

learn effectively regardless of differences in ability; and to incorporate group input and feedback

into the work as teams collaborate and cooperate. Candidates’ units must include some essential

features such as:

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

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

degree of complexity for the diversity of learners in the classroom.

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

globally-connected classroom.

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

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

tasks, supports, materials, additional motivation, or adaptive/assistive equipment for

different students in the classroom.

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

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

instruction. Assessments may be paper or electronic, formal or informal, including

interviews, surveys, performance assessments, and more formal evaluation procedures.

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

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

varying needs, interests and abilities that exist in classrooms of diverse students.

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

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

specialists to assist in developing and varying instruction based on student needs. Through this

collaboration and reflection, each candidate will select a model lesson plan from the unit that will be

videotaped in the school setting. The complete unit plan and a written reflection of the total

19

experience will be required of each teacher candidate. The complete unit plan and a written

reflection of the total experience will be required of each teacher candidate. The unit will be

developed the semester prior to Senior year during field experience. A rubric will be developed for

the unit and the written reflection.


and II: The unit will address the following descriptors as denoted by the terms below selected

from the Specific directions section above:

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

classroom and instructional plans

Each candidate will develop a comprehensive differentiated

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

individual instruction needs of student in a heterogeneous

classroom.

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

on-going assessment

2b.3 Understands the influence of diversity and

plans instruction accordingly

The lesson content should address the same concepts with all

students but be adjusted by degree of complexity for the

diversity of learners in the classroom.

2d.1 Cooperates with specialist and uses resources

to support the special learning needs of all students.

Candidates should consult other specialists to assist in

developing and varying instruction based on student needs.

3a.1 Develops and applies lessons based on the

North Carolina Standard Course of Study

reviewing the standards (NCSCS, 21st Century Framework,

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

3c.1 Demonstrates knowledge of links between

grade/subject and the North Carolina Standard

Course of Study by relating content to other

disciplines.

integrated content lessons (for example, music and social

studies)

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

the culturally-responsive and globally-connected classroom.

3d.1 Integrates 21st century skills and content

instruction.

reviewing the standards (NCSCS, 21st Century Framework,

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

determine a focus for the unit

4a.1 Identifies developmental levels of individual

students and plans instruction accordingly.

assessment … essential to helping teachers provide more

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

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

interests and abilities that exist in classrooms of diverse

students.

4a.2 Access and uses resources needed to address

strengths and weaknesses of students.

4d.1 Integrates technology to maximize students’

learning

Candidates’ technology integrated lessons will show clearly

articulated thoughts and ideas with effective oral, written, and

nonverbal communication skills in a variety of forms and

contexts including digital technologies (computers, PDAs,

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

networks. Technology will be used in getting students to

collaborate and solve problems and explore creative ways to

demonstrate learning.

4b.1.Collaborates with colleagues to monitor

student performance and make instruction

responsive to cultural differences and individual

learning needs.

Candidates will collaborate with cooperating teachers on goal

setting, assessing and monitoring student performance, and

communicating results; candidate must collaborate with

colleagues, developing teaching activities and products so that

all students in the classroom learn effectively regardless of

differences in ability

4c.1 Uses a variety of appropriate methods and

materials to meet the needs of all students.

Instruction may require varied tasks, supports, materials,

additional motivation, or adaptive/assistive equipment for

20

different students in the classroom.

4e.1 Integrates specific instruction that helps

students develop the ability to apply processes and

strategies for critical thinking and problem solving.

provide students with different avenues to acquiring the

designated content; to processing, constructing, or making

sense of ideas; to developing teaching activities and products

so that all students in the classroom learn effectively

regardless of differences in ability

4f.1 Organizes student learning teams for the

purpose of developing cooperation, collaboration,

and student leadership.

to incorporate group input and feedback into the work as

teams collaborate and cooperate

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

to improve teaching and learning.

Incorporate evidence-based instructional strategies that help

students acquire and integrate knowledge, and practice,

review, and apply knowledge.

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

will be developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher,

two additional professors familiar with instructional practices, and class peers from the candidate’s

methods course will evaluate the candidate’s unit plan, multimedia presentation, and written

reflections. Each candidate will introduce his/her unit plan, multimedia presentation; explain

his/her instructional goals, the research-based practices used, the assessments used, the

differentiation strategies used, the demographic (including exceptional needs and English

Language Learners) composition of the class, disaggregated student performance data, and the

desired learning outcomes to his/her assessment team. The candidate will consult with his/her

mentor/cooperating teacher and methods professor throughout the development of the unit.

21

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

Dispositions

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

and dispositions in practice.

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

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

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

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

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

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

Rubric and they are Emergent Candidate, Developing Candidate, Proficient Candidate, or

Accomplished Candidate. To be recommended for licensure, a candidate must demonstrate

professional performance at no less than the Proficient Candidate level on each element and on

each standard.

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

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

district and the university to certify to the state that the preservice candidate has demonstrated

proficiency in the big picture areas of Professionalism, Classroom Climate/ Culture, Instruction,

Evaluation/Assessment, and Impact on Student Learning. The candidate must meet each of the

descriptors identified in the Teaching Certification document to be recommended for licensure as

well as all other state and institutional requirements. The candidate’s signature does not imply

agreement with the ratings. The signatures of the cooperating teacher, principal (or designee), and

university supervisor verify the accuracy of an agreement with the ratings on each descriptor.

3. N/A

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

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

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

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

progress reports and formative and summative evaluations.

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

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

university supervisor assesses the candidates at the clinical experience site and does three visits

with a final evaluation.

22

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

Evaluation Rubric for interim observations and reports.

23

#5 Required- Positive Impact on Student Learning

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

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


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 drive

instruction. This plan will focus on assessment for learning, not just assessment of the subject

matter. Candidates will utilize ongoing authentic assessments and will include formative

assessments, benchmark assessments and statewide summative assessments that are proposed as a

part of the North Carolina Department of Public Instruction “Framework for Change” initiative.

The Comprehensive Assessment Plan will be utilized by the student teacher/clinical intern to drive

instruction prior to and during clinical practice in his/her assigned P-12 public school. The student

teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor,

parents, administrators at the assigned P-12 public school and the students themselves will utilize

the plan to closely monitor academic progress and to focus on areas that need improvement. In this

way, the student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents

and the students and local P-12 administrator will know what good instruction work looks like and

progress the assigned P-12 school is making toward closing the achievement gap. The formative

assessment plan will focus on assessing the student achievement. P-12 students will be able to

utilize assessments to learn from their mistakes, take and retake tests and make continuous

improvements.

The Assessment Plan will be developed during the first semester of the year-long U-Step

Internship Experience while the candidate continues to learn as an apprentice under the leadership

and guidance of his/her methods instructor, from the university supervisor and cooperating/ mentor

teacher from his/her assigned P-12 public school.


and II.

The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina

Teaching Standards the 21st Century Skills that impact student learning. Candidates will evaluate

the progress of P-12 students using a variety of assessment data to measure attainment of goals

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

the development of the “Comprehensive Assessment Plan,” he/she will be able to develop and

demonstrate his/her overall leadership skills along with his/her ability to lead in the classroom

(1a.1). By working closely with their methods instructor and cooperating teacher in developing and

24

implementing the “Comprehensive Assessment Plan,” candidates will experience firsthand the

value of collaborating with colleagues in planning, monitoring student performance and making

data driven instructional decisions that are responsive to an individual student’s learning needs

(4b.1).

Candidates’ comprehensive assessment plan, driven by data and integrating technology will

demonstrate P-12 student achievement of higher order of thinking. Technology will be used as a

tool to research, organize, evaluate and communicate information. P-12 student work must show

that data are gathered from formative assessments, ongoing, and summative assessments.

Candidate must show that they used the data to reflect upon the points in the assessment and

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

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

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

authentic assessments and utilizing formative and summative assessment data available the

candidate will be able to plan and scaffold instruction appropriate to meet the individual

instructional needs of their students, reflect on their practice on an on-going basis, re-teach, group,

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

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

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

Throughout the process of developing, implementing, and evaluating their Comprehensive

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

21st Century Skills through incorporating global awareness, technology integration, media literacy,

critical thinking, problem solving and collaboration. The Comprehensive Assessment Plan must

provide opportunities for student collaboration and innovation. The Comprehensive Assessment

Plan will require candidates to demonstrate their ability to utilize 21st Century technology to

communicate and collaborate effectively with a team of University and P-12 school personnel

including their cooperating teacher, cooperating principal and university supervisor. Candidates

will integrate information from a wide variety of sources, ask significant questions that clarify

various points of view that lead to better solutions, and reflect critically on learning experiences.

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

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

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

(4h.2).

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

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

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

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

A team of faculty members and cooperating teachers and principals will utilize rubrics for pre,

mid-term and final assessments of the Comprehensive Assessment Plan/Implementation. The

rubric will be developed during the summer of 2010.

25

#6 Required-- Leadership and Collaboration

Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

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


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 EDUC 210: Introduction

to Education. Utilizing the “Project Graduation” model, candidates will design and implement a

project as an apprentice to and in collaboration with their advisor, cooperating/mentor teacher and

cooperating school that provides a solution to a need identified in the selected school’s School

Improvement Plan.

To ensure that each candidate demonstrates high ethical standards and upholds the “Code of

Ethics” and Standards for professional conduct, all leadership projects must be approved by a

Standards and Ethics Committee composed of ECSU professors and LEA personnel prior to

implementation.


and II.

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

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

plan in order to determine what the needs are from the outset of the project (1b.1, 1b.2, and 1c.2),

1c.2. The candidate will collaborate and engage in professional learning activities further as he/she

selects an area of need and develops and implements an improvement plan for ameliorating the

need (1b.1). The Candidate Leadership Project must be based on a need that is identified in the

selected school’s improvement plan and must be data driven. Data must also be used throughout

the project in order to validate that the selected intervention project for meeting the identified need

was successful (1c.2, 1b.3). The Candidate Leadership Project will require professional

development on an on-going basis - prior to the development of the project, during the

development and implementation of the project and at the end of the project. The professional

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

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

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

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

Candidate Leadership Project will require involvement of the P-12 students’ families from the

outset. Parental permission must be obtained for the project and the project must include a

component for collaborating with families (2e.1). Becoming a reflective practitioner is one of the

six elements of the conceptual framework of the School of Education & Psychology at ECSU.

Maintaining a reflective journal has become an integral part of everything that we do. The

26

Candidate Leadership Project must include reflective journaling that will include a pre, interim,

and post reflective paper (5b.1).

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

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

assessment of the Candidate Leadership Project. Checkpoint one will take place at the beginning

of the senior year with U-Step placement. Checkpoints two, three and four will follow at the mid-

term of the first semester of the senior year, the end of the first semester of the senior year, second

semester midterm of the senior year and end of the second semester of the senior year respectively.

The project will be presented to a team of ECSU professors and LEA personnel representing the

candidates’ major, specialty area and the cooperating LEA. Implementation of the project will take

place during Year Long U-Step Internship I and II.

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D. The timeline for implementation.

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

Teaching Standards Commission, the State Evaluation Committee on Teacher Education,

individuals who have been involved in the development of the specialty area standards and

Department of Public Instruction stall for approval on July 1, 2009.

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

refined and presented to the various committees at the University for approval. Assignments,

course rubrics, syllabi materials and resources will be researched, revised and field tested during

the spring semester of the 2009-2010 academic year to ensure that they reflect 21st Century themes

and new standards are appropriate for achieving the North Carolina State Board of Education’s

mission.

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

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

program are expected to graduate by the summer of 2012. Continuous program assessment with

LEA partners and program improvements will be on-going. A more detailed timeline follows

below:

Timeline for Implementation

S

U

09

S O N D J F M A M

SU

10

S O N D

Revise program

blueprint according to

DPI and partners’

feedback

*

*

*

*

*

Revise courses and

develop new courses

*

*

*

*

*

*

*

*

*

*

*

Apply for and receive

approval for new

courses from ECSU

required committees/

councils

*

*

*

Research and select

new course materials

*

*

*

*

*

*

*

*

*

*

*

With partners, create

rubrics for required

assignments

*

*

*

*

*

Pilot new required

assignments in current

courses

*

*

*

*

*

*

*

*

*

With partners, revise

assignments and

rubrics according to

lessons learned

*

*

*

*

*

*

*

With partners, select

28

student work to serve

as exemplars for major

evidences rubrics

* * * *

Utilize continuous

evaluation, on-going

communications with

stakeholders, and

student feedback to

fine-tune program

*

*

*

*

*

*

*

*

*

*

*

*

*

*

Begin full

implementation of

approved program

*

*

*

*

Note: The letters in the header row stand for the months of the year.

elizabeth city state university revisioning changes june 15, 2010 … · 2018-07-20 · 1 elizabeth...

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