The University of North Carolina at Charlotte, with ... · Web viewInclusion of undergraduate middle grades candidates in MDSK 4150 with secondary (replace MDSK 3150) Electronic evidence

UNC Charlotte Secondary English Language Arts – Undergraduate

UNC Charlotte Program Proposal forSECONDARY – ENGLISH LANGUAGE ARTS – UNDERGRADUATE MINOR

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

Description and Rationale (original NCDPI blueprint, November 2009)

Introduction to the Secondary English Licensure with a Minor in Secondary Education

The University of North Carolina at Charlotte has been involved in the successful preparation of secondary English teachers since the 1980’s, and both state-approved program status and national accreditation through NCATE have been continuous since this program was initially granted. The undergraduate Minor in Secondary Education is the only minor offered by the College of Education. This Minor in Secondary Education is housed in the Department of Middle Grades, Secondary, and K-12 Education (MDSK). Candidates wishing to minor in secondary education are required to complete a content major in one of the following: English, math, biology, chemistry, earth sciences, physics, history, and geography. Content degree requirements and licensure requirements provide strong relationships between the College of Liberal Arts and Sciences and the College of Education.

In August 1, 2007, MDSK unveiled a more streamlined, purposeful, and competitive undergraduate secondary teacher preparation program: the Minor in Secondary Education. Changes included the creation of an academic minor, reduction of content overlap through the elimination of outdated courses, creation of new pedagogy courses, clinical and course revisions to explore the secondary environment through multiple experiences in urban, suburban, and rural high schools, and the development of a yearlong internship culminating in a student teaching semester. Course requirements were reduced from 44 to 33 hours. The Minor in Secondary Education is designed to be coordinated with junior and senior level coursework in the English major.

Revisioning Secondary English and the Minor in Secondary Education (original NCDPI blueprint, November 2009)

In light of the ongoing evolution of schools, pedagogy, and student needs, the secondary education faculty embraced the opportunity to thoughtfully reflect on macro-level program changes for the science major and the Minor in Secondary Education to ensure that graduates possess the 21st Century knowledge, skills, performance and dispositions to comfortably and successfully move into the field with few transitional issues.

The vision and mission statement of the Minor in Secondary Education program was created to reflect these changes and guide the continued goals of our programmatic revisioning. The purpose of this program is:

“…to prepare excellent and reflective teacher candidates in the fields of English, Mathematics, Science (Comprehensive Science, Biology, Chemistry, Earth Science, and Physics), and Social Studies (Comprehensive Social Studies, History, and Geography) to successfully utilize 21st Century knowledge, skills, and dispositions for addressing the demands of an ever-changing global and ethnically diverse society, community, and classroom while implementing effective, research-based content pedagogy to meet the individual cognitive and emotional needs of all students.”

Departmental and programmatic meetings were held to evaluate data from all stakeholders to determine how the overall structure of the existing program needed to be revised to address NCDPI standards. Data indicated that the current number of hours and course offerings were sufficient; however, gaps were noted within courses and in overall programmatic alignment. Data from stakeholders mirrored our programmatic analysis in identifying emergent themes and are the impetus for changes to existing courses, as indicated in the table below:

A. An integrated, spiraling curriculum that promotes communication, collaboration, innovation, student-centered pedagogy, global awareness, and leadership.

B. Twenty-first Century knowledge and skills, including but not limited to advanced and emerging technologies, multiple literacies, problem-solving, and critical thinking.

Nov 2009 – originalJune 2014 – update 1

UNC Charlotte Secondary – English Language Arts - Undergraduate

C. Greater emphasis on diversity so as to prepare candidates to work with changing student populations as a result of immigration, urban migration, and globalization. Instruction will include authentic learning experiences that promote candidates’ efficacy, knowledge, and skills for addressing the cultural, ethnic, language, literacy, cognitive, and physical needs of students from diverse socio-economic backgrounds who comprise the urban educational community.

D. A greater impact on student learning through formative assessment, and the modification of pedagogical instruction and practice to better meet the diverse needs of early adolescents at all learning levels.

E. Bridging the gap between theory and practice.F. Content knowledge preparation alignment and a closer application of standards.

These themes are addressed at multiple points within the program but with increased depth to promote an integrative and interdisciplinary approach to teacher preparation. The following table presents a summary of these changes by course, with an emphasis on how each course will better meet the standards. A rationale for these changes is also provided.

Course Changes/Alignment to Standards Rationale (Based on Data from School Partners, Students and Faculty)

MDSK 2100 Diversity and Inclusion in Secondary Schools1a.1, 1a.2, 1a.3, 1a.4, 1c.1, 1c.2, 1e.1, 2b.1, 2b.2, 2b.3, 2d.2, 4a.1, 4a.2, 4b.1, 5b.1, 5c.1

Introduction to Differentiation Increased focus on urban education Emphasis on diversity: who are the

students, what are their needs, how do we differentiate instruction?

Global awareness module

Strategies for working with student diversity.

Urban focus to our program Focus on wide range of diversity issues

including: ELL, EC, socioeconomic status, ethnic, gender, cognitive and physical.

MDSK 3151 Instructional Design and Emerging Technologies

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

21st Century Knowledge & Skills Smart Boards Web 2.0 WebPages ClassScape and Blue Diamond,

classroom formative assessment tools Global awareness module Other Emerging Technologies Effective Technology Integration into

Classroom Instruction (TPCK) Addition of a Clinical Experience - 15

hours with focus on 1) observation technology teaching, 2) Smart Board Lab, 3) Technology Inventory, 4) Lesson-observed online

Introduction to TK20 for Electronic Teaching Portfolio

Safety & Ethics.

Technology in the course needs to be updated to include more current technology to equip candidates with 21st

Century skills. ClassScape and Blue Diamond are

formative assessment tools used by classroom teachers

Students need in-depth training in Technology Pedagogical Content Knowledge.

The addition of a clinical experience will provide the candidates with the opportunity to observe the use of technology in the classroom.

SECD 4140 Adolescence and Secondary Schools

1a.1, 1a.3, 1a.4, 1b.2, 1b.3, 1c.1, 1c.2, 1e.1, 2b.3, 2e.1, 4h.1, 5b.1, 5c.1

Addition of School Improvement Plan assignment with emphasis on school policy and assessment practices in schools, including analyses of School Report Card data and EOC data

Addition of Professional Development Plan

Introduction to Differentiation – specific strategies to aid secondary students

Candidates need to analyze data for formative assessment.

Assist in bridging the gap between theory and practice and create a more structured clinical experience.

Strategies for working with student diversity.



EDUC 4291 Modifying Instruction for Learners with Diverse Needs in Middle/Secondary Schools

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

Greater emphasis on diversity: who are the students, what are their needs, how do we differentiate instruction – Specific strategies focused on secondary learners within the secondary school context

Increased focus on urban education More focused clinicals

Focus on wide range of diversity issues including: ELL, EC, socioeconomic status, ethnic, gender, cognitive and physical.

Practical strategies to address needs of diverse secondary school learners within the secondary school context

Urban focus to our program. Professional development plan

READ 3255 Integrated Reading and Writing in the Content Areas1a.2, 1b.1, 1c.1, 1c.2, 1e.1, 2b.3, 3a.2, 3d.1, 4a.1, 4a.2, 5b.1, 5c.1

Discussions are underway to modify this course for English majors and middle grades candidates, to better prepare them to teach specific reading strategies.

Second Language Learners - promote reading in the content

Differentiation Information, communications, and

technology literacy Strategies specifically for secondary

teachers within the context of secondary schools

Address language barriers to content area literacy

Modify and adapt content-based literacy instruction to meet the diverse cognitive, cultural, and socio-economic needs of all students using practical strategies focused on secondary learners

Promote media literacy and multi-genre knowledge and skills

Methods (E, A)ENGL 4254 Teaching English/Communication Skills to Middle/Secondary Learners1a.1, 1a.2, 1b.1, 1c.2, 1e.1, 2b.2, 2d.2, 3a.1, 3b.1, 3b.2, 3c.1, 3c.2, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4h.1, 5a.1, 5b.1, 5c.1

Provide a more structured clinical experience which allows candidates the opportunity to teach with technology.

Assessment practices Implementation of a unit plan using

school-based resources (pacing guides, for example).

Assist in bridging the gap between theory and practice

Greater focus on formative assessment Provide candidates the ability to plan

long-term and assess student learning

MDSK 4150 Assessment, Reflection, & Management Practices1a.1, 1a.2, 1a.3, 1b.1, 1c.1, 1c.2, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2b.3, 2c.1, 2d.1, 2d.2, 2e.1, 3a.1, 3a.2, 3b.1, 3b.2, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1, 5b.1, 5b.2

Teach with technology Refocus on assessment practices. Emphasis on using data to drive

instructional decision making

Assist in bridging the gap between theory and practice and develop Technological Pedagogical Content Knowledge Skills.

Apply formative assessment in teaching practice

Proposed new English courseENGL 4XXX Writing and Language for Adolescent Learners

To be substituted for an advanced composition course or Expository Writing.

To better align with specialty standards specific to multimodal writing and diversity of language

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

Involvement of School Partners (original NCDPI blueprint, November 2009)Nov 2009 – originalJune 2014 – update 3


To date, we have received a wide variety of feedback from our middle/secondary school partners, primarily in the form of group feedback sessions and one-on-one conversations. The revisioning committee has used this feedback to guide our discussions in revising our current courses to align with state standards.1. September 16, 2008: Members of the Program Revisioning Team attended the Southwest Education Alliance

Middle and High School Curriculum Directors meeting. Basic information about the revisioning process was presented to directors from 15 systems, and feedback generated from the directors was collected.

2. October 23, 2008: MDSK department faculty attended a revisioning presentation given to representatives from all Professional Development Schools. Feedback generated from the PDS representatives regarding the strengths of pre-service candidates was recorded, as well as areas that need increased emphasis.

3. November 7, 2008: CMS and COED Leadership Collaborative: Melba Spooner (MDSK department chair) and Vicki Jaus (revisioning chair and member of MDSK) attended a quarterly meeting between Charlotte Mecklenburg Schools and the UNC Charlotte College of Education to discuss mutual areas of concern.

4. November 8, 2008: MDSK department faculty attended the Beginning Teachers Brunch. This brunch was held for those who graduated the past spring semester. They discussed their experiences as first year teachers and how well their teacher preparation programs prepared them for their first year in the classroom. Feedback was generated and collected by attending MDSK department members.

5. March 9, 2009: About 25 teachers and 3 principals from Randolph Middle, Concord Middle, Central Cabarrus High, and Mallard Creek High (our Professional Development Schools) met department faculty and members of the program revisioning team to give feedback on our programs and candidates. These schools host many of our student teachers and serve as satellite locations for some UNC Charlotte courses. These school partners especially have in-depth knowledge of our candidates and their capabilities.

6. Spring 2009 semester: University supervisors in the Middle/Secondary areas at UNC Charlotte have been conducting one-on-one interviews with current cooperating teachers to ascertain their perceptions of the strengths and weaknesses of our programs based on the candidates they have had this semester in their classrooms. This feedback loop was continuous throughout the entire semester.

Feedback from other school partners (including PDS partners, central office personnel, cooperating teachers and current/past students) led us to the identification of four primary needs for revisioning within our programs. Specifically, our candidates need to:

Integrate advanced technology consistently and effectively across instruction to maximize learning Use formative assessment more effectively to diagnose student needs, and then design instruction

accordingly Implement classroom management strategies effectively to maximize student learning Increase proficiency in how to best serve diverse learners, specifically incorporating effective

differentiation strategies in the classroom beyond modifications for Exceptional Children (e.g.: effectively serving ESL populations, traditionally underachieving populations, and EC learners)

Once this focus was established, the committee then used these results as a guide to address gaps within our program in a variety of ways:

Course realignment: Members of the program revisioning team, in collaboration with departmental faculty, have identified which courses are best suited to address these gaps, and have realigned courses accordingly (or are immersed in this process).

Inclusion of undergraduate middle grades candidates in MDSK 4150 with secondary (replace MDSK 3150) Electronic evidence development: We have incorporated activities within the required electronic evidences

for students which directly address these gaps (most specifically EE 3---the unit plan, EE 4---the IHE student teaching certificate, EE 5---Impact on Student Learning Project, and EE 6---Candidate Professional Development Plan).

Feedback from school partners on proposed program changesApril, 2009: A series of interviews was conducted with teachers at the middle and high school levels to gather direct feedback on the proposed program changes. In addition, feedback was gathered from Spring 2009 program graduates regarding program revisioning changes.

Consistent feedback indicated positive responses to our proposed program changes. Candidates cited the benefit of having the management and assessment course (MDSK 4150) offered concurrently with student teaching in order to



have an opportunity to directly apply strategies learned in coursework. Candidates also agreed that their knowledge of formative assessment and how it can be used was much improved through their completion of EE 5 (Impact on Student Learning Project). Candidates did emphasize the need for more practical strategies within the coursework before the student teaching semester. The candidates also reported a need for consistently implementing the unit plan with 5 lessons, indicating that would be a welcomed use of instructional time. Finally, candidates requested that differentiation strategies specifically for middle and secondary students be provided in further depth.

Teachers agreed that the changes were a good start, and again emphasized the need for classroom management strategies, technology use, and knowledge on dealing with diverse populations. Teachers also suggested additional content courses to supplement what candidates already do. Several teachers pointed out that much of what candidates learn is difficult to grasp until the student teaching semester when the opportunity for application is presented. Teachers further added that increased involvement in the community was necessary; for example, calling parents and visiting the communities where students live.

Plans for Involving School Partners in Delivery and Evaluation of Undergraduate Secondary ELA Program: School partners will deliver and verify clinical experiences requirements, the Candidate Professional

Development Plan, and student teaching. Cooperating teachers will provide formal feedback via the on-line surveys during the yearlong internship

and after student teaching. Also, cooperating teachers will meet regularly with supervisors to formally and informally discuss strengths and weaknesses of the candidates, and by extension, of the programs.

Principals, mentors, and alumni will complete an annual DPI survey for the IHE report. Alumni will be surveyed every other year for feedback on how to revise programs. The Professional Development Schools (Concord Middle, Randolph Middle, and Central Cabarrus High

School) will provide intensive delivery and feedback for program improvement.

Timeline for Implementation (original NCDPI blueprint, November 2009)

Task Point Person Date of Initiation Date of Proposed Completion

Revise program planning sheets

Program Coordinators Committee Fall 2009 Fall 2009

Revise planning sheets for content majors

Liberal Arts and Sciences partners Fall 2009 Fall 2009

Determine needed assessment instruments, and design or revise


Meet with school partners to discuss and evaluate the final changes; revise as needed


Begin university curriculum approval process as needed

Program Coordinators Committee Spring 2010 Spring/Summer

2010Pilot assessment instruments; establish validity and reliability

Course instructors with Program Coordinators Committee Spring 2010 Spring/Summer

2010

Publish a transition plan for students and faculty prior to implementation

Program Coordinators Committee Spring 2010 Fall 2010

Pilot the electronic portfolio via TK20

Course instructors and COED Assessment Coordinator Spring/Summer

2010

Spring/Summer 2010

Implementation of new program begins

Department of MDSK and appropriate content departments Fall 2010 On-going

Make changes to university catalog to reflect revisions


Revise websites Program Coordinators Fall 2010 Fall 2010Nov 2009 – originalJune 2014 – update 5


CommitteeCreate handbooks Program Coordinators

Committee Fall 2010 Fall 2010

Implement the electronic portfolio via TK20

Instructors Fall 2010 Fall 2010


UNC Charlotte Secondary English Language Arts – Undergraduate

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

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

1 Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area1.

Transcript or Praxis II scores

Copy of transcript with at least 24 semester hours of coursework relevant to the specialty area from a regionally accredited college or university with a grade of C (2.0) or better in each of the 24 hours OR satisfactory Praxis II scores.

Required: 3b.1

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

PRAXIS II scores in the corresponding content area (Secondary English)

Praxis II® Subject Assessments measure knowledge of specific subjects that K–12 educators will teach, as well as subject-specific teaching skills and 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. UPDATED JUNE 2014 (APPROVED JANUARY 2014)

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

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

4 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.2

LEA/IHE Certification of Teaching Capacity

State-required evaluation of the candidate completed by the institution and the cooperating teacher.

Required: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1

1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).Nov 2009 – originalJune 2014 – update 7


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

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

UPDATED JUNE 2014 (APPROVED JANUARY 2014)

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

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

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

Candidate Professional Development Plan

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

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

2



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

NORTH CAROLINA TEACHER STANDARDKEY EVIDENCE(S) FROM SECTION I

DEMONSTRATING THE DESCRIPTORS OF THE ELEMENTS

1. TEACHERS DEMONSTRATE LEADERSHIP

a. Teachers lead in their classrooms.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





d. Teachers advocate for schools and students.1. Implements and adheres to policies and practices positively affecting students’ learning. #1 #2 #3 #4 #5 #6 #7 #8

e. Teachers demonstrate high ethical standards1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional

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

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

a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.1. Maintains a positive and nurturing learning environment. #1 #2 #3 #4 #5 #6 #7 #8

b. Teachers embrace diversity in the school community and in the world.1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the

contributions of all cultures.

2. Incorporates different points of view in instruction.

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

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

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

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

c. Teachers treat students as individuals.1. Maintains a learning environment that conveys high expectations of every student. #1 #2 #3 #4 #5 #6 #7 #8

d. Teachers adapt their teaching for the benefit of students with special needs.1. Cooperates with specialists and uses resources to support the special learning needs of all

students.

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

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

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





e. Teachers work collaboratively with the families and significant adults in the lives of their students.1. Communicates and collaborates with the home and community for the benefit of students. #1 #2 #3 #4 #5 #6 #7 #8

3. TEACHERS KNOW THE CONTENT THEY TEACH

a. Teachers align their instruction with the North Carolina Standard Course of Study.1. Develops and applies lessons based on the North Carolina Standard Course of Study.

2. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning.

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

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

b. Teachers know the content appropriate to their teaching specialty.1. Demonstrates and appropriate level of content knowledge in the teaching specialty.

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

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

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

c. Teachers recognize the interconnectedness of content areas/discipline.1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard

Course of Study by relating content to other disciplines.

2. Relates global awareness to the subject.

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

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

d. Teachers make instruction relevant to students.1. Integrates 21st century skills and content in instruction. #1 #2 #3 #4 #5 #6 #7 #8

4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS

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





2. Assess and uses resources needed to address strengths and weaknesses of students. #1 #2 #3 #4 #5 #6 #7 #8

b. Teachers plan instruction appropriate for their students.1. Collaborates with colleagues to monitor student performance and make instruction responsive

to cultural differences and individual learning needs. #1 #2 #3 #4 #5 #6 #7 #8

c. Teachers use a variety of instructional methods.1. Uses a variety of appropriate methods and materials to meet the needs of all students. #1 #2 #3 #4 #5 #6 #7 #8

d. Teachers integrate and utilize technology in their instruction.1. Integrates technology with instruction to maximize students’ learning. #1 #2 #3 #4 #5 #6 #7 #8

e. Teachers help students develop critical-thinking and problem-solving skills.1. Integrates specific instruction that helps students develop the ability to apply processes and

strategies for critical thinking and problem solving.#1 #2 #3 #4 #5 #6 #7 #8

f. Teachers help students to work in teams and develop leadership qualities.1. Organizes student learning teams for the purpose of developing cooperation, collaboration,

and student leadership.#1 #2 #3 #4 #5 #6 #7 #8

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

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

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

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





h. Teachers use a variety of methods to assess what each student has learned.1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’

progress and to inform instruction.

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

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

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

5. TEACHERS REFLECT ON THEIR PRACTICE

a. Teachers analyze student learning.1. Uses data to provide ideas about what can be done to improve students’ learning. #1 #2 #3 #4 #5 #6 #7 #8

b. Teachers link professional growth to their professional goals.1. Participates in recommended activities for professional learning and development. #1 #2 #3 #4 #5 #6 #7 #8

c. Teachers function effectively in a complex, dynamic environment.1. Uses a variety of research-verified approaches to improve teaching and learning. #1 #2 #3 #4 #5 #6 #7 #8



SECTION III: DETAILED DESCRIPTION OF THE EVIDENCE

#1 Required (State prescribed)

Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area.

A transcript OR passing scores on the appropriate Praxis II test(s) must be submitted.

This evidence must address descriptor 3b.1.

1. Name of Evidence: Transcript (original NCDPI blueprint, November 2009)

Undergraduate candidates must earn a BA in English from the Department of English in the College of Liberal Arts and Sciences. Candidates complete a minimum of 39 hours above the 1000 level, with grades of C or better and a GPA of 2.75. To meet the requirement for licensure, candidates must have coursework appropriate to the Standards, as detailed below.

Requirements for Undergraduate Secondary English Language Arts

Plan of Study for English Majors Alignment with English Language ArtsSpecialty Area Standards

ENGL 2100 Writing about Literature Standard 1ENGL 3100 Approaches to Literature Standard 1ENGL 3104 Literature for Adolescents Standard 1ENGL 3132 Intro to Contemporary American English Standard 1ENGL 3300 American Literature Survey Standard 1ENGL 3301 British Literature Survey I Standard 1ENGL 3302 British Literature Survey II Standard 1ENGL 4111 or 4112 World Literature Standard 1ENGL 4116 or 4117 Shakespeare's Early or Late Plays Standard 1One course in Heritage Literature Standard 1ENGL 4XXX Elective or Proposed Course in Writing and Language for Adolescent Learners

Standard 2, 3

ENGL 4254 Teaching English/Communication Skills to Middle and Secondary School Learners

Standard 1, 2, 3,4

To be admitted to the Minor in Secondary Education, candidates are required to have an overall GPA of 2.50, passing scores on PRAXIS Core, ACT or SAT, and a grade of C or higher in MDSK 2100. Prior to the student teaching semester, candidates must have an overall GPA of at least 2.75 and grades of C or higher in the academic major, licensure area, and professional education coursework.

Plan of Study for Secondary Grades (9-12) Teacher Candidates

Plan of Study for Minor in Secondary Education Minor Alignment with Secondary (9-12)Specialty Area Standards

MDSK 2100 Diversity and Inclusion in Secondary Schools Standard 3SECD 4140 The Adolescent in Secondary Schools Standard 1, 2, 3MDSK 3151 Instructional Design and Emerging Technologies Standard 1, 2, 3READ 3255 Integrating Reading and Writing Across Content Areas Standard 2, 3Nov 2009 – originalJune 2014 – update 14


EDUC 4291 Modifying Instruction for Learners with Diverse Needs in Middle/Secondary Schools

Standard 1, 2, 3

ENGL 4254 Teaching English/Communication Skills to Middle/Secondary Learners

Standard 1, 2

MDSK 4150 Assessment, Reflection, & Management Practices Standard 1,SECD 4453 Student Teaching /Seminar: 9-12 Secondary Science Standard 1, 2, 3



#2 Required

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

This evidence must address descriptor 3b.1.

1. Name of Evidence: Passing Praxis II scores UPDATED JUNE 2014/approved January 2014

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

All candidates seeking licensure in Secondary English (9-12) will be required to pass the corresponding Praxis II test for the licensure area. This testing requirement was mandated by the State Board of Education beginning with candidates seeking licensure in the fall 2014 semester. Notice of this requirement has been shared via emails to candidates planning to student teach in AY 2014-15 and information has been posted on College websites. Advisors have also been diligent in sharing this information with candidates during regular advising sessions. The Office of Field Experiences (the office that oversees our student teaching experiences) also offers this information to candidates as part of their application to student teaching/graduate internship. This requirement is already in place for Lateral Entry teachers.

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

By achieving a passing Praxis II score, teacher education candidates will demonstrate an appropriate level of content knowledge within their content specialty. According to the Educational Testing Service (ETS), “The content matter of the Praxis II tests is defined and validated by educators in each subject area tested. ETS oversees intensive committee work and national job analysis surveys so that the specifications for each test are aligned with the knowledge expected of the entry-level teacher in the relevant content area. In developing test specifications, standards of professional organizations also are considered, such as the standards of the National Council of Teachers of Mathematics or the National Science Teachers Association” (Praxis Technical Manual, p. 10). ETS has a well-established record for validity and reliability of the Praxis II content knowledge assessment for beginning teachers (Praxis Technical Manual, p. 15-17).

Standards for English/Language Arts Teacher Candidates Standard 1: ELA teacher candidates demonstrate knowledge and use of reading processes through the use

of a wide range of texts. Standard 2: ELA teacher candidates demonstrate the knowledge and use of multiple composing processes. Standard 3: ELA teacher candidates demonstrate the knowledge and use of the function, the influence, and

the diversity of language. Standard 4: ELA teacher candidates demonstrate the knowledge and use of the integrated practices of

multimodal literacies.

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

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

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



#3 RequiredPedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.

It is recommended this evidence address descriptors 1a.2, 2b.3, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1.

Descriptors addressed IF different from those recommended: ______________________________________

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

2. Directions and/or Requirements to be Provided to the Candidates*:*The edTPA Secondary English Language Arts Handbook in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document. The following is a summary of the planning requirements of edTPA and how they are used at UNC Charlotte. edTPA demonstrates candidate knowledge and understanding of content, pedagogy, and pedagogical content knowledge

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

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

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

The classroom context, student characteristics, and duration of lessons are representative of authentic classrooms and students and are determined by the candidate’s student teaching/graduate internship assignment. Instructional learning segments include a minimum of three-to-five well-developed, sequential lessons. Learning outcomes are


https://edtpa.aacte.org/


designed to integrate 21st Century content and skills and candidates are required to indicate where their lesson designs connect to research-based theory/practice. Learning segments that promote 21st Century content and skills emphasize student collaboration, cooperation, and leadership; global awareness, critical thinking, and problem solving; differentiation of instruction, authentic assessment of student learning, integration of advanced technologies, and utilization of content specific best practices; and models the purposeful application of responsive pedagogy and content. Curriculum and instruction of learning segments provide the tools to purposefully support content understanding and appropriately address the cognitive, cultural, linguistic, and diverse strengths and weaknesses of all students. In addition, by completing the edTPA product in its entirety, candidates not only complete these tasks, but reflect on their lesson designs while providing a well-considered rationale for their decision-making.


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

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

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

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

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

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

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

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

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

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


The final edTPA product is evaluated with fifteen individual rubrics rated on a scale from 1-5. A rating of 3 is considered “ready to teach.” While Task 1 focuses primarily on planning, Task 2 (implementation) and Task 3 (assessment) are equally important and collectively provide a broad understanding of each candidate’s ability to effectively design and implement instruction to a wide variety of learners. At UNC Charlotte, each candidate will submit their final edTPA product to SCALE/Pearson for third-party evaluation. The final edTPA scores will be provided to the IHE by SCALE/Pearson approximately four weeks after the candidate’s product is submitted for SCALE/Pearson evaluation. Once the scores are received by the IHE, the IHE will determine if each candidate has met the criteria for passing based on guidelines established by UNC Charlotte faculty. Beginning with AY 2014-15, “passing” is defined as a total score of 37. Once the scores are received, program faculty will use this information for program evaluation purposes. The edTPA Secondary English Language Arts Handbook in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document; however, the rubric titles are available and are included in the chart below:

Rubric # Task edTPA Rubric Title

1 1 Planning to Build Student Understanding




2 1 Planning to Support Varied Student Learning Needs

3 1 Using Knowledge of Students to Inform Teaching and Learning

4 1 Identifying and Supporting Academic Language Demands

5 1 Planning Assessments to Monitor and Support Student Learning

6 2 Learning Environment

7 2 Engaging Students in Learning

8 2 Deepening Student Learning

9 2 Subject Specific Pedagogy

10 2 Analyzing Teaching Effectiveness

11 3 Analysis of Student Learning

12 3 Using Feedback to Guide Further Learning

13 3 Student Use of Feedback

14 3 Analyzing Students’ Language Use

15 3 Using Assessment to Inform Instruction



#4 Required (State-prescribed)

Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions in practice.

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

Descriptors addressed: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1

Name of Evidence: LEA/IHE Certification of Teaching Capacity (original NCDPI blueprint, November 2009)

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



#5 Required

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

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

Descriptors addressed IF different from those recommended: Also 1a.2, 2d.1, 4a.2,

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

2. Directions for the Candidate and Requirements of the Project*

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

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

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


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

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

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

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

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

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




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

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


The final edTPA product is evaluated with fifteen individual rubrics rated on a scale from 1-5. A rating of 3 is considered “ready to teach.” Task 1 focuses primarily on planning, Task 2 on implementation of the planned lessons, and Task 3 on assessment. Collectively, these tasks provide a broad understanding of each candidate’s ability to effectively design, implement, and assess instruction to a wide variety of learners. At UNC Charlotte, each candidate will submit their final edTPA product to SCALE/Pearson for third-party evaluation. The final edTPA scores will be provided to the IHE by SCALE/Pearson approximately four weeks after the candidate’s product is submitted for SCALE/Pearson evaluation. Once the scores are received by the IHE, the IHE will determine if each candidate has met the criteria for passing based on guidelines established by UNC Charlotte faculty. Beginning with AY 2014-15, “passing” is defined as a total score of 37. Once the scores are received, program faculty will use this information for program evaluation purposes. The edTPA Secondary English Language Arts in its entirety is available from https://edtpa.aacte.org. Copyright protections prohibit providing the specific instructions/rubrics to candidates in this document; however, the rubric titles are available and are included in the chart below:

Rubric # Task edTPA Rubric Title

1 1 Planning to Build Student Understanding

2 1 Planning to Support Varied Student Learning Needs

3 1 Using Knowledge of Students to Inform Teaching and Learning

4 1 Identifying and Supporting Academic Language Demands

5 1 Planning Assessments to Monitor and Support Student Learning

6 2 Learning Environment

7 2 Engaging Students in Learning

8 2 Deepening Student Learning

9 2 Subject Specific Pedagogy

10 2 Analyzing Teaching Effectiveness

11 3 Analysis of Student Learning

12 3 Using Feedback to Guide Further Learning

13 3 Student Use of Feedback

14 3 Analyzing Students’ Language Use

15 3 Using Assessment to Inform Instruction



#6 Required

Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

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

Descriptors addressed IF different from those recommended:

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

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

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

It is the candidate’s responsibility to periodically update the plan and follow it through to completion. Clinical experiences, coursework requirements, and the Yearlong Internship (including the student teaching internship) will provide opportunities to design the plan and ways to fulfill the plan’s goals, but candidates should also be proactive in seeking out professional growth opportunities beyond the College of Education. The candidates should consult with their advisors and course instructors for ideas and opportunities.

There are three reflective pieces built into this Candidate Professional Development Plan which should be approved by the appropriate faculty member and uploaded to the College Assessment System: (See detailed CPDP requirements for further details.)

1. The School Improvement Plan assignment2. The completion of Professional Development Plan Activities during the internship and the summative

reflection of these experiences 3. The collaboration with school personnel/parents to the benefit of students and the reflection of those

interactions

Directions for Candidates1. Candidates will complete specific CPDP tasks within designated coursework, upload artifacts to the

College assessment system, and document completion on clinical attendance logs for each course.2. Candidates will submit the completed clinical attendance log to the course instructor; course instructors

will verify completion.3. A candidate's CPDP will be updated and verified via an electronic portfolio at the end of the student

teaching internship. 4. Candidates should print and keep an updated copy of their CPDP for their own records.

Candidates should note that this Candidate Professional Development Plan is a required part of the Electronic Professional Portfolio mandated by the North Carolina State Board of Education as a licensure requirement. The CPDP must be complete and verified by the University Supervisor and uploaded into the College of Education Assessment system at the end of the student teaching internship in order to receive the recommendation for licensure. The University Supervisor will verify the final, completed Candidate Professional Development Plan for submission.

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

The Candidate Professional Development Plan allows the candidate to meet the following descriptors:

NCPTS Goal 1b.1: The pre-service teacher engages in collaborative and collegial professional learning activities. To demonstrate completion of this component, candidates will engage in a wide variety of activities Nov 2009 – originalJune 2014 – update 23


designed to foster collaboration and collegiality. These include, but are not limited to: Observing and discussing modifications for diverse learners, participating in daily classroom activities prior to the student teaching internship, and attending professional development workshops. (See CPDP for further details.)

NCPTS Goal 1b.2: The pre-service teacher identifies the critical elements or characteristics of a school improvement plan.

NCPTS Goal 1b.3: The pre-service teacher displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.To demonstrate completion of this component, candidates will research a school’s testing results, and use the data to identify possible areas of improvement to be addressed within the context of the School Improvement Plan (SIP). In addition, candidates will analyze the SIP in terms of diverse learners, legal requirements, and how candidates can implement SIP strategies within their own classrooms.

NCPTS Goal 1c.1: The pre-service teacher participates in professional development and growth activities.

NCPTS Goal 5b. 1: The pre-service teacher participates in recommended activities for professional service and development.To demonstrate completion of these components, candidates will learn about:

1. The opening and closing days of the semester 2. School operations3. Students in a school setting4. Students from diverse populations who have special needs5. The teacher’s non-instructional duties6. Building instructional skills7. Enhancing technology skills

Within each of these seven elements, candidates will complete a series of tasks designed to address the NCPTS goals.

NCPTS 1c. 2: The pre-service teacher will begin to develop professional relationships and networks.To demonstrate completion of this component, candidates will address two tasks:

1. Interview a selected group of school stakeholders regarding expectations for effective teachers. Candidates will then reflect on the interview data as it informs their own growth and development.

2. Attend faculty meetings, planning meetings, Career Day activities, and professional growth opportunities offered by their districts in order to enhance their understanding of professional relationships.

NCPTS 2 e. 1: The pre-service teacher will collaborate with home and community for the benefit of the studentsTo demonstrate completion of this component, candidates will engage in a variety of activities designed to enhance their relationships with the student’s home and community. This includes, but is not limited to: Keeping records of parent contacts, creating a letter to send home to parents, participating in a parent-teacher conference, reviewing demographics of the school, visiting student neighborhoods, and participating in a service learning project. (See CPDP for specific details.)


Components of the CPDP will be completed throughout the candidate’s UNC Charlotte career. All required components of the CPDP are aligned with a specific course in the program. Individual instructors will verify each component as assigned within the course, including the three reflective writings. Upon completion of the student teaching internship, each candidate’s CPDP will be uploaded to their electronic portfolio, and verified for completion by their university student teaching supervisor.


Documents

The University of North Carolina at Charlotte, with ... · Web viewInclusion of undergraduate middle grades candidates in MDSK 4150 with secondary (replace MDSK 3150) Electronic evidence