TEACHER EDUCATION PROGRAM

2005-06 CATALOG

Director: Zoe Locklear

Scott C. Billingsley²², Betty Wells Brown⁴, Janita K. Byars¹², Swannee Dickson¹, Janet Fortune^2,3, Carol Higy¹⁸, Ann Horton-Lopez¹¹, Virginia P. Jones⁵, Mary Klinikowski⁸, Tulla Lightfoot¹⁰, Rachel McBroom^7,23, Debra Preston²¹, Larry Schultz¹⁴, Sharon Sharp¹⁹, Sara Simmons¹⁶,Julie Smith⁹, Karen Stanley²⁰, Tommy Thompson¹³, William Truman¹⁷, Patricia Valenti⁶, Peter Wish¹⁵

¹Elementary Education (U)	²Middle Grades Education (U)	³Middle Grades Education (G)
⁴Reading (G)	⁵English Education (U)	⁶English Education (G)
⁷Biology Education (U)	⁸Mathematics Education (U)	⁹Social Studies Education (U)
¹⁰Art Education (U)	¹¹Art Education (G)	¹²¹Music Education (All Levels)
¹³Physical Education (U,G)	¹⁴Special Education (U)	¹⁵Science Education (G)
¹⁶Professional Studies	¹⁷Mathematics Education (G)	¹⁸School Administration (MSA)
¹⁹Elementary Education (G)	²⁰Birth to Kindergarten (U)	²¹School Counseling (G)
²²Social Studies Education (G)	²³Science Education (G)

(U) = Undergraduate

(G) = Graduate

Teacher Education Mission Statement

Believing that the quality of education directly influences the quality of life both for those served and for those serving, the UNC Pembroke Teacher Education Program has as its mission to develop and nurture competent and caring communities of public school professionals who dedicate themselves to the education and welfare of all students and whose understanding of the dynamic interrelationship among theory, practice, and reflection compels them to actively influence positive change with sensitivity and integrity. The UNCP Teacher Education Program shares the University’s commitment to academic excellence, cultural diversity, and lifelong learning within a balanced program of teaching, research, and service.

Accreditation and Licensure

All Bachelor’s degree teacher preparation areas are accredited by the National Council for Accreditation of Teacher Education (NCATE) and the North Carolina State Board of Education. The North Carolina Department of Public Instruction issues licenses to teach in the public schools of North Carolina. Requirements for licensure are established by the NC State Board of Education and are subject to change. Accreditation provides for reciprocal licensure with other states that recognize interstate reciprocity agreements.

NOTE: UNC Pembroke’s Title II Report is included in Appendix B of this catalog.

Teacher Education Program Standards

The Teacher Education Program is designed to prepare all candidates to meet or exceed six standards established by the Teacher Education Committee in partnership with individual program area advisory councils. A comprehensive version of the Standards, including specific goals and objectives for each program area, is presented in the UNCP Teacher Education Program Teacher Candidate Handbook, the Teacher Education Policy Manual, the Teacher Education Program Internship Handbook, and the Teacher Education Program website. An abbreviated list of goals/objectives for each program area is listed with the respective program of study outline in the section that follows.

Teacher Education Program Organization

The Teacher Education Program at UNCP is a cross-disciplinary program, governed by the Teacher Education Committee and administered by the Dean, School of Education. General information about admission to the Teacher Education Program, policies and procedures, licensure and testing requirements, special programs, and resources appears in this section. Please note that some licensure areas or majors are housed in the School of Education and some are housed in their respective academic departments in the College of Arts and Sciences.

Teacher Education Program Governance

The Teacher Education Committee is the University-wide committee responsible for overseeing all teacher education programs. Its specific functions include establishing teacher education policies, reviewing all proposed changes to teacher education curriculum, reviewing proposed teacher education programs, reviewing the professional studies component of the program, approving applicants to the teacher education program, approving applicants for the professional semester, assuring compliance with state and national accreditation standards, and considering other matters related to teacher education. For a comprehensive description of the Teacher Education Committee organization and function, see the Teacher Education Program Policy Manual and the UNCP Faculty Handbook, Section 4-3.25b.

Teacher Education Program Area Advisory Councils

Each Teacher Education program area—Elementary Education (K-6), Mathematics Education (9-12), Art Education (K-12), and so on—has an advisory council consisting of representatives from various groups of stakeholders, such as public school clinical teachers, University supervisors, College of Arts and Sciences faculty, undergraduate and/or graduate students, professional studies faculty, and other professionals related to the given program area. The program area advisory councils represent multiple perspectives on various aspects of program content, policy, procedures, and impact.

Teacher Education Curriculum

The program of study, or curriculum, for teacher education majors is comprised of four components: General Education, Specialty Area (major), Professional Studies, and Content Pedagogy. A fifth component, academic concentration, is required in some programs of study (see following section). The General Education component includes study of the fine arts, literature, history, philosophy/religion, the social sciences, the natural sciences, mathematics, and physical education. The Specialty Area (major/licensure area) component is designed to provide in-depth understanding, skills, and knowledge specific to the chosen specialty/licensure area. The Professional Studies component includes study of the historical, social, psychological, and philosophical foundations of education; human growth and development; learning theories; curriculum; instruction; exceptional, diverse, and at-risk children; content-area literacy; and the integration of instructional technology. The Content Pedagogy component is designed to help the candidate learn how to teach content to public school students at the targeted age and grade level. The culminating professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting.

Outlines of the requirements for each program area (major) follow and may also be found in the catalog sections for the respective academic departments.

Special Requirement for Some Teacher Education Majors: Academic or Professional Concentration

As required by the Board of Governors of The University of North Carolina, all students seeking a baccalaureate degree in Elementary Education, Special Education, or Physical Education must complete an academic or professional concentration in a basic academic discipline as part of their degree requirements. The 18‑30 hours comprising these academic and professional concentrations have been selected to provide students with a cohesive study of a basic academic discipline. Academic and professional concentrations are available in American Indian Studies, Art, Biology, English, Exercise and Sport Science, Geography, Geology, History, Mathematics, Music, Physics, Political Science, Psychology, Reading, Spanish, and Sociology. Students may choose a second major of 30 hours in Philosophy and Religion rather than an academic or professional concentration. Academic and professional concentration requirements are listed with the respective department.

Declaration of Major and Advising

As soon as the student decides to major in education, a Declaration of Major Form should be submitted to the Office of the Registrar in Lumbee Hall. The Declaration of Major Form is then forwarded to the School of Education where an advisor in the chosen program area is assigned to the student. A major advisor is critical to a student’s timely and efficient progress through the Teacher Education Program.

Admission to the Teacher Education Program

The Teacher Education Committee selectively admits and periodically evaluates students in the Teacher Education Program on the basis of scholastic aptitude and suitability for teaching. Admission into the University as a student does not automatically satisfy eligibility requirements for admission to the Teacher Education Program. Eligibility for admission into the Teacher Education Program will be determined by regulations current at the time initial application is made for admission into the program.

To be eligible for consideration by the Teacher Education Committee and approved for enrollment in the Professional Semester, each candidate must:

1. Have not more than 8 hours of the General Education requirements remaining.

2. Have earned a “C” (2.0) or better in EDN 302.

3. Have earned a grade of at least a “C‑” (C if the course was repeated) in all required major and/or professional course work completed at the time of admission. (NOTE: Major and/or professional courses may be repeated only one time.)

4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work.

5. Satisfactorily complete the Praxis I Series. Scores must be sent to UNCP by the Educational Testing Service. Students must meet the scores in effect at the time they apply to and qualify for admission to the Program [see next section for details].

6. Satisfactorily complete an admission interview after completing all the above requirements.

7. Complete a Candidate for Professional Licensure (CPL) form. CPL forms are available in the School of Education Licensure Office and on the School of Education website.

Students with disabilities who may require special accommodations should consult the Dean of the School of Education.

Students should apply for admission to the Teacher Education Program when all of the requirements for admission have been met. Applications are available in the School of Education Licensure Office and on the School of Education website. (NOTE: Students are limited in their progression in Professional Education courses until they have been formally admitted to the Teacher Education Program.)

Students will receive written notification from the School of Education that their program application was approved or disapproved by the Teacher Education Committee. A student is not considered admitted to the Teacher Education Program until such notification is received.

The Praxis I Series Examination

Students seeking admission to the Teacher Education Program must satisfactorily complete the Praxis I Series, which includes subtests in reading, writing, and mathematics. Students must meet the required scores in effect at the time they apply to and qualify for admission to the program. These tests will normally be taken at the time General Education requirements are completed, usually by the second semester of the sophomore year or the first semester of the junior year. The School of Education must receive an official copy of the scores before the student may be admitted to the Teacher Education Program. The Educational Testing Service must send scores directly to UNCP. Student copies of scores are not acceptable. For more information about the Praxis I Series or other requirements for admission to the Teacher Education Program, consult your advisor.

Continuation in the Teacher Education Program

If a student earns a course grade lower than “C‑” in a major or professional education course, if a student’s quality point average falls below a 2.5, or if a student’s application for admission to the Professional Semester of the Teacher Education Program is disapproved for any reason, the student is suspended from the Teacher Education Program. Students suspended from the program may not continue to progress in the program until the deficiencies are corrected. Required major and professional education courses in which a grade lower than a “C‑” was earned must be repeated and a grade of “C” (2.0) or better must be earned. The course may be repeated one time only. Upon correction of the deficiencies, students suspended from the program may request reinstatement.

Academic and Professional Concentrations

A student must have a minimum of a 2.0 quality point average in academic and professional concentration courses to receive credit for the concentration.

Enrollment in the Professional Semester

Enrollment in the Professional Semester is the culminating experience of the UNCP undergraduate Teacher Education Program. No student accepted for enrollment in the Professional Semester is permitted to register for any course other than those approved for the Professional Semester. The application for enrollment in the Professional Semester must be filed with the Office of University-School Programs.

To be eligible for consideration by the Teacher Education Committee and approved for enrollment in the Professional Semester, each candidate must:

1. Have completed all required General Education courses.

2. Have satisfactorily completed all professional education requirements, excluding those in the Professional Semester.

3. Have not more than six semester hours of program requirements remaining. The six hours must be approved by the student’s advisor and the Dean of the School of Education.

4. Have an overall quality point average of 2.5 or better as well as a 2.5 or better in the student’s major field of study.

5. Present a recommendation for teaching by the student’s advisor, program coordinator, and respective department chairperson.

6. Secure a health clearance statement from the University Student Health Center.

Students with disabilities who may require special accommodations during the Professional Semester should contact the Director of University-School Programs.

Students will receive written notification from University-School Programs that their enrollment application was approved or disapproved by the Teacher Education Committee. A student is not officially enrolled in the Professional Semester until such notification is made AND all University registration procedures are completed.

Graduation

Students must apply for graduation. Applications, which are available in the Registrar’s Office, must be submitted at least two semesters before graduation (December 1st of the year prior is the deadline for December graduation; May 1st of the year prior is the deadline for May graduation). Application for graduation is a University policy, separate from any Teacher Education Program policies and procedures.

NC State Licensure Examination Requirement: The Praxis II Series

All persons qualifying for a teaching license in North Carolina must pass the designated Praxis II specialty area tests, as required. The Praxis II is normally taken during the Professional Semester. The School of Education must receive an official copy of satisfactory scores before a recommendation for licensure can be forwarded to the NC State Department of Public Instruction.

Students should have their scores sent directly to the University by the Educational Testing Service. Student copies are not accepted. Applications and information about the tests are available in the Office of University-School Programs. The appropriate specialty area exam, as required, must be taken for each area of licensure sought.

One Repeat Policy

Required major and professional education courses in which a grade lower than a “C‑” was earned (“C” in EDN 302) must be repeated and a grade of “C” (2.0) or better must be earned. The course may be repeated only one time. Students who do not earn the required “C” (2.0) or better when repeating the course are not eligible for admission to or continuation in the Teacher Education Program.

Time Limit Policy

Students will have five years from the date of completing course work toward licensure to be recommended by UNCP for initial licensure. After five years have lapsed, a student’s program of study will be reviewed and additional course work may be required before a recommendation will be made for initial licensure.

Major/professional education course work taken more than five years ago is subject to review and may not be accepted toward initial licensure.

Residency Requirements for Teacher Education Programs

Undergraduate students enrolled in one of the licensure programs in teacher education at UNCP will complete a minimum of 30 semester hours (2 semesters) of course work at the University prior to enrollment in the Professional Semester. This course work may be in the student’s major and/or professional education.

Transfer Credit for Professional Education Courses

Upon the review and approval from the School of Education, up to six (6) hours transfer credit may be granted for professional education courses. Transfer credit will be accepted only from four‑year colleges and universities with teacher education programs approved by at least one of the following: (1) North Carolina State Board of Education; (2) National Council for the Accreditation of Teacher Education (NCATE); (3) Teacher Education Accreditation Council (TEAC); or (4) appropriate regional accrediting agencies, e.g., Southern Association of Colleges and Schools. Transfer credit for professional education courses may not be accepted from two‑year colleges or institutions including junior colleges, technical colleges or institutes, or community colleges.

Licensure‑Only

The North Carolina Department of Public Instruction issues licenses to teach in the public schools. Individuals who already possess a baccalaureate degree must satisfy individually determined requirements for licensure based on previous study and professional experiences. In determining requirements for licensure-only candidates, consideration will be given to alternative means of demonstrating the knowledge and competencies for licensure. An individual must complete a Request for a Plan of Study (POS) form available from the School of Education Licensure Office. Official transcripts from each institution attended must accompany the Request. Based upon review of the transcript(s) by the School of Education Licensure Office and the appropriate program coordinator, a Plan of Study is developed. Upon successful completion of the prescribed program of study, the student may apply for licensure recommendation from The University of North Carolina at Pembroke. Licensure-only students are subject to the same Teacher Education Program admission and continuation regulations as degree‑seeking students. Additional information is available from the School of Education.

Special Resources and Facilities

The Curriculum Laboratory: The Curriculum Laboratory, housed in the Educational Center, is an essential part of the Teacher Education Program. It contains professional and instructional materials supporting all licensure programs in the Teacher Education Program. The Laboratory has textbooks used in P - 12 schools with supporting technological resources, teaching units, North Carolina Standard Course of Study, instructional media and equipment, professional journals, curriculum outlines, Praxis I review materials, equipment and resources for the construction of instructional materials, and satellite access for professional development service delivery.

The Education Technology Center (ETC): The ETC is a student computer lab housed in the Educational Center specifically designed for teacher education preparation. Hardware, software, and training are available to provide pre-service teachers with opportunities to demonstrate mastery of the National Educational Technology Standards for Teachers (NETS-T) that were adopted in 2003 as a licensure requirement for North Carolina teachers. The ETC also houses a variety of materials designed to assist students preparing to take the Praxis I Series. All teacher education majors are encouraged to utilize the resources available in this Center.

The Learning Laboratory: The Learning Lab is a unit housed in the Educational Center. The lab, which is utilized by professors and education majors, provides space for the study and development of instructional materials, commercial and teacher‑made. In addition to a wide collection of manipulative and multi‑sensory materials, the Learning Lab also houses furniture and other physical equipment appropriate for creating flexible educational environments.

Special Programs: Teaching Fellows

The University of North Carolina at Pembroke is one of the fourteen institutions participating in the North Carolina Teaching Fellows Program. The Program is funded by the State of North Carolina to attract the “best and brightest” students to the teaching profession. High school students apply to the Teaching Fellows Program in the fall of the senior year. Following a state‑wide selection process, four hundred Teaching Fellows are selected annually by the North Carolina Teaching Fellows Commission. Each Teaching Fellow receives a $26,000 scholarship ($6500/year for four years) and is required to teach in North Carolina for at least four years.

Teaching Fellows choosing to attend UNC Pembroke participate in an academically and culturally enriched teacher education program. Entering Teaching Fellows participate in a summer orientation program designed to introduce students to the teaching profession and acquaint them with the University, faculty, staff, administrators, and fellow students. Teaching Fellows enroll in a special section of the required Freshman Seminar course (FRS 100) taught by the Teaching Fellows Program Director.

Throughout their program of study at UNCP, Teaching Fellows participate in monthly seminars on topics including cultural diversity, leadership development, and other issues of importance to future teachers. The seminars are led by faculty, area educators, and leaders from the public and private sectors. Teaching Fellows work closely with select faculty mentors on research and special projects.

Educational and recreational field trips provide Teaching Fellows the opportunity for personal and professional development. Special social events are scheduled each semester. Teaching Fellows participate in activities coordinated by the Public School Forum during the summers following their freshman, sophomore, and junior years.

Additional information on the program is available from the School of Education and the Teaching Fellows Program Office.

UNDERGRADUATE LICENSURE PROGRAMS

NOTE: Students who desire teacher licensure in any one of the 13 programs outlined below should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

BACHELOR OF ARTS IN ART EDUCATION (K-12)

Coordinator: Tulla Lightfoot

Location: Department of Art

PROGRAM DESCRIPTION

The program of study in Art Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Art Education program is one of 12 teacher education programs offered at UNCP. Art 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 Art Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

One goal of the Art Education program is to help prospective art educators develop art insight and technical competence in their chosen area of study as well as groundwork for special interests and needs. Prospective art educators must also demonstrate professional awareness and communication skills concerning their discipline. They must be proficient as art instructors at all grade levels and have a philosophical basis for planning and implementing curricula in a pluralistic society. Students must be able to evaluate art products and procedures and defend their evaluations. More specifically, prospective art educators will:

1. attain a high level of visual literacy of history, criticism, aesthetics and production of art throughout their endeavors of art (art education), beginning to carry out the integration of these four disciplines through the activities of inquiry, production, observation and practice;

2. become familiar with traditional and contemporary art education movements, theories, and issues, demonstrating knowledge of the fundamental principles and the language of art as part of their art theory instruction;

3. possess a comprehensive and integrated understanding of the visual arts, crafts, and art history;

4. be knowledgeable about the various techniques, materials, and studio procedures of art production and be able to translate those processes into sequentially based curricula for diverse learners;

5. gain knowledge, in the classroom and during field experiences, of the structure, procedures, and processes found in schools as related to the special area of art education;

6. know and understand the developmental stages (both cognitive and affective domains) and be able to structure lessons that are developmentally appropriate; and

7. take an active role in instructional planning, presentation, the uses of instructional technology, and assessment, taking into consideration the diversity of the population.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area ART 101 Elements of Design ART 105 Introduction to Sculpture ART 109 Figure Drawing ART 111 Introduction to Ceramics ART 132 Introduction to Drawing ART 133 Introduction to Painting ART 140 Introduction to Printmaking ART 230 Digital Arts I ART 250 Communication Design ART 208 Survey of Art History I ART 209 Survey of Art History II Advanced Studio Concentration – 6 hours	39
Professional Studies EDN 302 Foundations of Education EDN 310 Birth through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy ART 305 Art Education in Grades K-6 ART 306 Art Education in Grades 7-12 ART 308 Art Education Field Experience ART 400 Art Education Curriculum EDN 449 Internship	21
General Electives	4
	Total: 124

BACHELOR OF SCIENCE IN BIOLOGY EDUCATION (9-12)

Coordinator: Rachel McBroom

Location: Department of Biology

PROGRAM DESCRIPTION

The program of study in Biology Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Biology Education program is one of 12 teacher education programs offered at UNCP. Biology 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 Biology Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goal of the Biology Education program is to prepare effective teachers to facilitate the development of biology literacy in secondary schools. The program helps the prospective biology educator integrate the knowledge bases underlying biology into an internal framework of their own. Thus, the prospective biology teacher should be able to

1. develop a basic understanding of living systems, including levels of organization, physiology, genetics, interrelationships, and evolution;

2. develop a basic understanding of the nature of science, including philosophy and methodology;

3. develop a basic understanding of the interrelationships among the fields of science and between science and society;

4. contribute to the personal development of each individual;

5. develop an awareness of career opportunities in Biology;

6. develop an understanding of the methods and curriculum of Biology and other sciences;

7. develop communication skills and classroom management skills necessary for effective teaching; and

8. develop awareness of safety precautions specific to instruction in science.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45(33)*
Specialty Area (*12 semester hours of Natural Sciences and Mathematics may count toward General Ed) BIO 100 & 100L Principles of Biology & Lab Investigation in Biology BIO 101 General Botany BIO 102 General Zoology BIO 304 Principles of Ecology BIO 371 Cell Biology BIO 422 Evolution BIO 472 Principles of Genetics Biology Electives 8-9 hours CHM 130 & 110 General Chemistry I & Lab CHM 131 & 111 General Chemistry II & Lab CHM 250 Organic Chemistry I MAT 107 College Algebra MAT 210 Introduction to Statistics PHY 150 College Physics I GLY 115 Earth Science	59-60
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy SCE 300 Early Experiences for Prospective Science Teachers SCE 301 Early Laboratory Experiences for Prospective Science Teachers SCE 400 Teaching Science in the Secondary School CSC 405 Current Topics in Computers in Education SCE 449 Internship in Science in Secondary Schools	18
General Electives	2-3
	Total: 128

BACHELOR OF SCIENCE IN BIRTH-KINDERGARTEN EDUCATION (B-K)

Coordinator: Karen Stanley

Location: School of Education

PROGRAM DESCRIPTION

The program of study in Birth-to-Kindergarten Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Birth-to-Kindergarten Education program is one of 12 teacher education programs offered at UNCP. Birth-to-Kindergarten 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 Birth-to-Kindergarten Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and the NC State Board of Education.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goals of the Birth-Kindergarten program are to provide individuals with the knowledge, skills, and abilities needed to effectively serve infants, toddlers, and preschoolers in diverse settings; provide area educators with opportunities to refine and extend their ability to effectively serve infants, toddlers, and preschoolers in diverse settings; and provide pre-service and in-service educators with the opportunity to earn licensure by the NC Department of Public Instruction in Birth-to-Kindergarten Education.

The specialized knowledge, skills, and abilities students will be expected to demonstrate include:

1. an understanding of various stages and substages of growth and development in young children, the unique patterns with which children progress through these stages, and the factors that distinguish the wide range of typical from atypical development;

2. knowledge of and skills in the design/adaptation and implementation of developmentally appropriate learning environments for young children;

3. understanding of developmentally and functionally appropriate curricula and methods for children from birth through two and for children three through kindergarten, including knowledge of and skill in utilizing a variety of curriculum models;

4. knowledge of and skill in working collaboratively with culturally diverse families;

5. positive attitudes toward children and families, and a strong commitment to continuous life-long study of young children and their learning;

6. skill in data collection, including screening and assessment procedures focused on individual development, critical reflection, and program evaluation;

7. skill in participating on interdisciplinary early childhood teams and in collaboration across agencies dealing with young children and their families;

8. skill in applying current instructional principles, research, an appropriate assessment practices to the use of computers and related technologies.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area (including Multidisciplinary Core) ECE 301 Introduction to Early Childhood Education ECE 360 Parent and Child Advocacy/Networking ECE 420 Administration of Early Childhood Programs HLTH 106 Safety and First Aid HLTH 109 Healthful Living HLTH 206 Nutrition PSY 315 Guiding Young Children SOC 303 The Family SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	24
Professional Studies EDN 302 Foundations of Education EDN 306 Psychology of Early Childhood EDN 350 Educational Psychology EDN 408 Language and Literacy in the Early Years ECE 400 Developmental Assessment for Young Children	15
Content Pedagogy ECE 320 Curriculum & Environments in Infant/Toddler Programs ECE 321 Curriculum & Environments in Preschool Programs, 3-5 years ECE 340 Creative Experiences in the Early Years ECE 390 Practicum in Child Study B-5 SED 322 Curriculum & Environments for Children with Special Needs, Birth-5 SED 482 Supporting Families of Preschool Children with Disabilities ECE 446 Internship in Child and Family Development ECE 475 Professional Seminar for Pre-service Birth-Kindergarten Teachers	27
General Electives	17
	Total: 128

Preschool Add-on licensure is available to individuals holding a clear license in Elementary Education, Family and Consumer Sciences, or Special Education. Consult the Birth-to-Kindergarten Education coordinator or the School of Education Licensure Office for further details.

BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION (K-6)

Coordinator: Swannee Dickson

Location: School of 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 an “A” 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.

PROGRAM STANDARDS

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate 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.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45
Specialty Area/Content Pedagogy HLTH 109 Healthful Living HST 317 History of North Carolina MUS 324 Musical Experiences for Young Children ART 305 Art Education in Grades K-6 PED 316 Physical Education Activities for Grades K-6 EDN 311 Foundations of Elementary Curriculum EDN 409 Early Literacy: Learning to Read in the Elementary School EDN 421 Teaching Language Arts in the Elementary School EDN 453 Teaching Social Studies in the Elementary School EDN 455 Teaching Science and Health in the Elementary School EDN 463 Teaching of Mathematics in the Elementary School EDN 465 Equitable Assessment in Democratic Classrooms EDN 446 Internship in the Elementary School EDN 475 Professional Seminar for Pre-Service Teachers in the Elementary School	44
Professional Studies EDN 302 Foundations of Education EDN 307 Middle Childhood Development EDN 350 Educational Psychology EDN 410 Content Area Literacy in the Elementary School SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Academic or Professional Concentration	18-30
	Total: 128

BACHELOR OF ARTS IN ENGLISH EDUCATION (9-12)

Coordinator: Virginia P. Jones

Location: Department of English, Theatre, and Languages

PROGRAM DESCRIPTION

The program of study in English Education consists of four curricular components: freshman seminar and general education, the specialty area, professional studies, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an “A” license to teach in the State of North Carolina, The NC Department of Public Instruction issues the teaching license based on University recommendation.

The English Education program is one of 12 teacher education programs offered at UNCP. English 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 English Education program is accredited by the National Council of Teachers of English, the National Association for the Accreditation of Teacher Education (NCATE), and the NC State Board of Education.

PROGRAM STANDARDS:

The Teacher Education Program standards for all education majors are described fully in the UNCP Teacher Education Program Teacher Candidate Handbook.

PROGRAM GOALS AND OBJECTIVES

The goals of the UNCP English licensure program are that students will increase their knowledge of and competence in the language arts and will be prepared to become effective teachers in the English classroom and to function as contributing English professionals. The objectives of the program are that students will

1. understand such areas of the English language as historical and developmental perspectives, grammar systems, and dialects/levels of usage;

2. read and respond in various ways to works of American, British, and world literature, including literature by women, minorities, and non-western writers;

3. become acquainted with traditional and contemporary literature appropriate for adolescents and become aware of ways to encourage a variety of reader response to such literature;

4. experience and study both the writing process and written products for diverse purposes and audiences, completing a variety of writing tasks and studying pedagogical techniques appropriate to working with diverse learners;

5. be exposed to materials and methods for teaching reading, writing, speaking, listening, and viewing;

6. practice instructional planning, presentation, and assessment in the field of English, understanding the necessity of critical reflection in the entire instructional process;

7. learn how to use diversity of learners, technology, and community resources as strengths in the English classroom; and

8. gain a sense of professionalism through exposure to positive pedagogical models in their course work, through structured, monitored early field experiences, and through an extended supervised student teaching experience.

Course Requirements	Sem. Hrs.
Freshman Seminar and General Education	45(36)*
Specialty Area (9 semester hours of Foreign Language and 200-level Literature may count toward General Ed) SPE 200 Interpersonal Communication or SPE 201 Fundamentals of Speech Foreign language competency at the 132 course level*– 0-6 hours ENG 205 World Literature before 1660 or ENG 206 World Literature after 1660 ENG 223 American Literature before 1865 or ENG 224 American Literature since 1865 ENG 247 British Literature before 1790 or ENG 248 British Literature after 1790 ENG 304 Principles of Literary Study ENG 346 Aspects of the English Language ENG 371 English Grammar ENG 457 Shakespeare (fall only) ENGS 4xx (numbers vary) Seminar in Literature Select four from list below with approval of coordinator/English advisor: ENG 201 Southern Literature, ENG 202 Contemporary Literature, ENG 204 Mythology of All Peoples, ENG 208 Women’s Literature, ENG 209 Literature and Film, ENG 210 African American Literature, or ENG 220 Native American Literature ENG 310 The Harlem Renaissance ENG 332 British Literary Period, Pre-1790 ENG 333 British Literary Period, Post-1790 ENG 334 American Literary Period, Pre-1865 ENG 335 American Literary Period, Post-1865 ENG 342 The British Novel ENG 343 The American Novel ENG 354 Modern Drama ENG 356 Modern Fiction ENG 366 Modern Poetry ENG 370 Advanced Composition ENG 374 Writing Poetry II or ENG 375 Writing Fiction II ENG 402 Literary Criticism ENG 423, 424 Special Topics in American English ENG 481 Phonetics and Phonology, ENG 483 Second Language Acquisition, or ENG 485 Cultural Issues of English as a Second Language Select one from list below: ENG 286 Literary Magazine Production, JRN 182 Yearbook Production, JRN 161 Newspaper Production, THE 162 Play Production, THE 164 Stage Make-up	40-46
Professional Studies EDN 302 Foundations of Education EDN 312 Early Adolescent through Young Adult Development EDN 350 Educational Psychology EDN 419 Content Area Literacy in Middle & Secondary Schools SED 300 Introduction to Exceptional, Diverse, and At-Risk Students	15
Content Pedagogy EED 384 Literature and Reading for Adolescents (6-12): Methods and Materials (spring only) EED 389 The Teaching of Writing and Speech (6-12): Methods and Materials (fall only) EED 449 Internship for Secondary English Education (spring only) EED 475 Professional Seminar in Secondary English Education (spring only)	18
General Electives	7-13
	Total: 122

**The foreign language requirement may be met by completing 131 and 132, by testing into and completing 132 only, or by testing out of both 131 and 132.

ENGLISH AS A SECOND LANGUAGE ADD-ON LICENSURE

(initial [temporary] SDPI authorization granted)

Students can take the 6 courses (18 hours) in the program for either undergraduate or graduate credit and, upon completion of the program, can add on to either the “A” or “M” license. All courses will be offered in the late afternoon or evening, and the program can be completed within two years.