Elementary Education

Elementary Education

Program Description

The program of study in Elementary Education consists of five curricular components: freshman seminar and general education, the specialty area, content pedagogy (methods and internship), professional studies, and academic concentration. Upon successful completion of the program and related requirements, graduates are eligible for a Standard Professional I license to teach in the State of North Carolina.  The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Elementary Education program is one of 12 teacher education programs offered at UNCP. Elementary Education majors are subject to Teacher Education Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about teacher education policies and requirements, turn to the previous section.

The Elementary Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

Coordinator

Kelly Ficklen

Mrs. Kelly Ficklin, Instructor

Coordinator, Undergraduate Elementary Education ProgramOffice: Education Center, Room 318 
Phone: 910.775.4037
Email: kelly.ficklin@uncp.edu


Elementary Education Undergraduate Handbook

Program Goals and Objectives

The goal of the Elementary Education program is to guide the professional development of teacher candidates who are morally and ethically committed to the learning, development, and well-being of all elementary children and who possess the knowledge, skills, and dispositions needed to guide the cognitive, social, emotional, and physical development of diverse learners in ways that inspire, engage, and affirm.  The specific objectives for elementary education candidates are delineated in the UNCP Teacher Education Program Teacher Candidate Handbook.  Briefly, the objectives of the program are

1. to develop a broad, informed worldview sensitive to the values and perspectives of diverse peoples;

2. to acquire the key concepts and tools of inquiry in the science disciplines, the literary disciplines, the social studies disciplines, the physical education and health disciplines,  and the arts disciplines;

3. to acquire knowledge of the theories and principles of human growth and development;

4. to understand the major determinants of curriculum in the elementary schools, including the North Carolina Standard Course of Study;

5. to know how to plan instruction and employ a variety of instructional strategies including technology to meet the needs of diverse learners;

6. to understand the role of assessment in cycles of teaching and learning and to develop the disposition to reflect critically and integrate knowledge and experience into a coherent conceptual framework.