nc state university re visioning documents · north carolina professional teaching standards:...

NC State University Re‐Visioning Documents

Program: Middle Grades Language Arts (6‐9) Alternative Licensure Programs (MAT & NC TEACH) Program Coordinators: Dr. Grant Holley, Dr. Drinda Benge, Alison Winzeler A. A description of how the proposed program has been re‐visioned to reflect the North Carolina Standard for Teachers and the 21st

century knowledge, skills, and dispositions embedded in them and the rationale for the changes.) Program Description: The College of Education has developed an MAT program in Middle Grades Language Arts Education (initial license, post‐baccalaureate) based on the new NC Professional Teaching Standards, 21st Century knowledge, skills, and dispositions, and extensive collaborative review with practitioners and faculty to create a re‐visioned teacher education program that prepares language Arts teachers for 6‐9 classrooms. The re‐visioned MAT program is 30 SCH and integrates general education and content courses with a set of core pedagogy courses, field experiences, and non‐credit professional development seminars to provide pre‐service teachers with high capacity in the NCPTS as well as a set of knowledge, skills, and dispositions developed through a set of distinctive program parameters for the core pedagogy courses and experiences (Assessment, Collaboration, Diversity, Field Experiences, Technology, Globalization, see Section B). The NC TEACH Middle Grades Language Arts program (initial license, post baccalaureate) has undergone substantial review and revision based on the new NC Professional Teaching Standards, 21st Century knowledge, skills, and dispositions, and extensive collaborative review with practitioners and faculty from the College of Education and NC TEACH staff to create a re‐visioned teacher education program that prepares NC TEACH Middle Grades Language Arts teachers for 6‐9 classrooms. The re‐visioned program is 18 SCH and integrates a set of core pedagogy courses, field experiences, and non‐credit professional development seminars to provide lateral entry or pre‐service teachers with high capacity in the NCPTS as well as a set of knowledge, skills, and dispositions developed through a set of distinctive program parameters for the core pedagogy courses and experiences (Assessment, Collaboration, Diversity, Field Experiences, Technology, Globalization, see Section B).

North Carolina Professional Teaching Standards:

Standard Summary EvidenceI. Leadership MAT candidates will be expected to document their leadership experiences throughout the

program and develop reflection essays on how they have developed confidence and competence as leaders. We will develop teacher leaders through new activities such as teacher‐as‐leader content and professional learning community (PLC) training and development in core courses, professional development and legacy products (e.g., technology‐enriched units for ELA courses) during field experiences and student teaching, and assessment assignments, and instruction in the new assessment course in the core. Candidates will also be encouraged to attend the fall state conference of the NC English Teachers Association (NCETA). NC TEACH students will be exposed to collaboration throughout their NC TEACH course work through direct instruction and integrated activities in class as well as in their own classrooms as lateral entry teachers or student teachers. One particular assignment will require students to choose a School Improvement Plan goal of the school where they teach and design and present a plan that executes the goal. Collaborative activities will involve working with their peers and Middle Grades Language Arts teachers in the field to develop, deliver and assess lessons. ECI 474 and 476 are classes that require students to explore topics related to essential skills and concepts needed by beginning teachers. The class focuses on questioning, test preparation, discussion skills, familiarity with national standards, multiple teaching strategies, diversity, special education, technology, ESL, and assessment and evaluation of students.

Evidence 6

II. Respectful Environment

For the MAT Program, candidates will demonstrate their ability to establish a respectful environment for a diverse population of students in the lessons/units they design and implement in their methods courses (ECI 528 Strategies for Teaching English in Secondary Schools) and student teaching experience (ED 569 Advanced Internship in Teaching). NC TEACH candidates will demonstrate their ability to establish a respectful environment for a diverse population of students in the lessons/units they design in ECI 473 (Subject Specific

Evidence 4

NC State University College of Education Re‐Visioning Documents

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Methods) They will implement the lessons their Lateral Entry positions or their student teaching placements.

III. Content Students admitted into the MAT program must hold a baccalaureate degree, have a min. of 24 SCH in content courses (literature and composition/grammar/rhetoric courses), and have a 3.0 cum undergraduate GPA. The MAT program of studies includes an additional 15 SCH in content specific pedagogical courses including ECI 582, ECI 520, ECI 521, ECI 522, ECI 531, ECI 541, and ECI 546. Students admitted into the NC TEACH program must hold a baccalaureate degree, have a minimum of 24 SCH in content courses, and have a 2.5 cum undergraduate GPA. The NC TEACH program of studies includes an additional 18 SCH in content specific pedagogical courses including ECI 471, 472, 473, 474, 475, and 476.

Evidence 1

IV. Facilitate Learning

Graduates from the MAT program will be teachers serving diverse populations across the state. To prepare students to teach in these diverse situations, pre‐service students will be provided in‐school and after‐school opportunities to work with diverse populations throughout their classes and field experiences. In addition, all MAT students will be required to take ED 508 Exploring Diversity in Classroom & Community (3 SCH). The Subject Specific Methods Course (ECI 473) will require students to create lessons that will be used in Lateral Entry teaching or student teaching and will be given opportunities to reflect on their lessons. The Super Saturdays course (ECI 474 and ECI 475) will focus on the parameters (assessment, diversity, collaboration, technology, field experience, and globalization) we have established in regards to creating and dispersing digital information.

ED 508 ECI 473, ECI 474, and ECI 475

V. Reflection Analyzing data, reflecting on lesson plans, participating in professional development seminars, and considering new ways of improving their teaching delivery are all key elements to shaping teachers who are reflective. Our methods courses (ECI 528 or ECI 473), Lateral Entry teaching or student teaching experience (ED 569), and professional development seminars are designed to enable pre‐service teachers to recognize the ways in which an early attentiveness to professional growth is critical to enabling them to achieve their professional goals.

Evidence 3Evidence 5Evidence 6

21st Century Knowledge, Skills, and Dispositions

Standard Summary/EvidenceReading Comprehension

For the MAT, there is intensive instruction in academic writing and research. Basic principles of rhetoric and strategies for academic inquiry and argument. Instruction and practice in critical reading, including the generative and responsible use of print and electronic sources for academic research. Exploration of literate practices across a range of academic domains, laying the foundation for further writing development in college. Continued attention to grammar and conventions of standard written English. NC TEACH required application essays answer the following questions with attention to grammar, organization, elaboration, and conventions of standard written English: Describe any recent opportunities to observe/participate in a public school classroom. Describe your experiences working with high school and/or middle school students. Describe your teaching experience. What influenced your decision to enter the teaching profession? Describe today's teenager. What are your goals as a teacher? Describe what a successful day of teaching would look/sound like. What do you think will be your biggest challenge as a teacher?

Evidence 1 NC TEACH Application Essays

Written Communication

Oral Communication

For MAT candidates, oral presentation of lesson(s) in methods courses with assessment from mentor teacher and university supervisor during student teaching internship.

Evidence 3Evidence 6


3

For NC TEACH candidates, a grade of ‘C’ or better on Demonstration Lesson in ECI 473. For this Demonstration lesson, students will teach a sample lesson to their NC TEACH English cohort. Grade of ‘C’ or better in ECI 474 and ECI 476 (Super Saturdays) wherein students deliver a cohort Diversity presentation.

Mathematics For the MAT and NCTEACH programs, candidates develop units within the program which

include lessons incorporating 21st Century content and skills. Those lessons are implemented

and evaluated on a regular basis. An example of the candidates’ capacity to design and deliver

21st century content is highlighted in Evidences 3 and 5 within the program.

Evidence 4Evidence 6 Science

Social Studies Fine and Performing Arts Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Learning and Innovation Skills

For MAT candidates, evidences 3 & 5 require candidates to develop, implement, and assess lessons that incorporate either Learning and Innovation or Life and Career Skills. The common core courses of the NC TEACH program emphasize learning and innovation. NC TEACH course work requires them to apply their content knowledge to strategies for teaching and learning in the public schools. Students in the Middle Grades Language Arts Education NC TEACH program participate in 2 Technology workshops as part of the Super Saturday seminars (ECI 474 and 476).

Evidence 3Evidence 5

Life and Career Skills

Information, Media, and Technology Skills

The MAT English program will take full advantage of the technologies that are available to us in order to facilitate an authentic experience for our students. Using the National Education Technology Standards (NETS) as a guide, digital technology will be embedded in course work and pre‐service teachers will learn strategies to integrate technology into their teaching and learning. We will capitalize on our access to authentic language materials, which includes authentic oral and written language, digital technologies to enhance learning and teaching, and interactive / synchronous language opportunities. In addition, pre‐service teachers will create an electronic professional portfolio that highlights their professional development and student teaching experience. In addition to specific programmatic technology requirements all teacher education programs will begin transitioning toward a 1:1 computing environment in Fall 2010 NC TEACH students participate in 2 Technology Super Saturdays as a part of ECI 474 and ECI 476. Instructors model best practices for the integration of technology to make teaching and learning more powerful and authentic. Students are encouraged to create technology‐rich unit plans and teaching activities for their future classrooms and utilize the resources made available to them in the College of Education’s Media Center. NC TEACH students are encouraged to attend and participate in technology sharing sessions, seminars, and workshops that are offered by the College of Education and the University.

Evidence 6


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Current & Proposed Program Previous 6‐9 Language Arts Education

Curriculum Proposed 6‐9 Language Arts Education

Curriculum

General Education

MAT: N/A NCTEACH: Undergraduate degree with 24 SCH in content, min. cum. GPA of 2.5, min.

MATUndergraduate degree with 24 SCH in content, min. cum. GPA of 3.0, min. GRE score of 1000 NCTEACH Undergraduate degree with 24 SCH in content, min. cum. GPA of 2.5, min.

Professional Education

MAT: N/A NC TEACH: ECI 471: Educational Implications of Learning and Developmental Theory ECI 472: Interaction of Classroom Management and Instruction ECI 473: Subject Specific Methods ECI 474: Curriculum and Instruction Practices I ECI 475: Peer Mentoring in Alternative Licensure ECI 476: Curriculum and Instruction Practices II

MAT:15 SCH of common core classes ED 507 Principles of Developing & Interpreting Assessments ED 508 Exploring Diversity in Classroom & Community ECI 579 Organization & Behavioral Management of Inclusive Classrooms ED 570 Seminar in Classroom Action Research ED 571 Inquiry & Professional Development ED 572 Seminar in Teacher Leadership ED 569 Advanced Internship in Teaching NC TEACH ECI 471 Revised ECI 472 to prepare students to create Evidences 3 and 5 Revised ECI 473 to prepare students to create Evidences 3 and 5 Revised ECI 474 to prepare students to present Evidence 6 ECI 475 Revised ECI 476 to prepare students to present Evidence 6

Content MAT: N/A NC TEACH: 24 SCH in content

MAT:Min. of 15 SCH in specialty courses (ECI 528, ECI 511, ECI 512, ECI 513, ECI 514, ECI 515, ECI 516/716, ECI 517, ECI 520, ECI 521, ECI 508, ECI 522, ECI 523, ECI 531, ECI 541, ECI 546) NC TEACH: 24 SCH in content

Field Experiences

N/A MAT: Beginning in Fall 2010 methods courses will be taught in a separate semester from the field experience, candidates will be assigned to an associated field placement where they will begin working in the classroom on the 1st teacher working day in the Methods semester and continue 1 or more days per week for the duration of the semester. Candidates will return to that same classroom on the first day of school after the break and begin their student teaching experience which will continue throughout the semester. Since candidates will spend their entire student teaching experience in one setting, the college will ensure diverse placements (including student demographics and courses taught) for all candidates throughout their program. This change has implications for each of the five new standards. It will also extend our candidates’ opportunities to work collaboratively with public school faculty and enable them to gain a richer understanding of the vision, organization, and planning necessary for both their student teaching experience and their careers.


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NC TEACH 2 observations in ECI 472 AND Lateral Entry position Or 2 observations in ECI 472 AND Student Teaching Option

B. How public school partners were involved in the re‐visioning of the program and how they will be involved in the delivery and

evaluation of the program. (1‐2 pages maximum) During the Spring and Fall of 2008, the College of Education convened several focus groups for discussion of the following two questions: “What should teachers in North Carolina know and be able to do in 2012 and beyond?” and “How can a pre‐service teacher education program help them to develop that set of knowledge, skills, and dispositions?” From these discussion with 1) the University Council on Teacher Education (includes faculty and administrators across campus, teachers and administrators from the public schools of Wake, Johnston, and other counties, as well as community representatives like Carolyn McKinney) 2) a UNC‐Tomorrow focus group of faculty and community stakeholders, 3) a focus group of Community Members and Practitioners (intentionally weighted toward representatives of African‐American, Hispanic, and Native American Community Agencies, the Governor’s Office, and Social Service Agencies in Wake County), and 4)at the Spring Faculty Retreat of College of Education. Analysis of the content of each of the focus group discussions yielded six themes. These themes were developed into six parameters which have served as guides to the re‐visioning process for each of the teacher education programs at NC State. The six parameters include: Assessment, Collaboration, Diversity, Field Experiences, Globalization, and Technology. In February 2009, the NC TEACH Steering Committee specifically discussed the re‐visioning of the NC TEACH curriculum to accommodate and reflect the new evidences. The Committee outlined modifications to the NC TEACH curriculum to integrate the North Carolina Professional Teaching Standards and the 21st Century skills. Subsequently, in the months that followed, NC TEACH administrators wrote rubrics and assignments that would encapsulate the evidences of the new teacher education evaluation instruments.


Program: English Education (6‐9), Alternative Licensure Programs (MAT & NC TEACH) Program Coordinators: Dr. Grant Holley, Dr. Drinda Benge, Alison Winzeler C. The electronic evidences the institution will use to demonstrate candidates meet the standards. The template to be

used for this section of the proposal is detailed in the following pages. It is to include: 1. A brief description of the evidence and the descriptors of the element of the standards it addresses. (Section

I of the template) 2. A matrix showing where each descriptor of the elements of each standard is included in the key evidences.

(Section II of the template) 3. A detailed description of the evidence, how it specifically addresses the descriptors of the element for which it

is cited, and how it is evaluated by the institution. (Section III of the template)

SECTION I: Key Evidences

Evidence Name Description Elements Addressed

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

Transcript orPraxis II scores

Copy of transcript with at least 24 semester hours of coursework relevant to English with a grade of C (2.0) or better in each of the 24 hours OR satisfactory Praxis II scores.

3b.1

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

English Content Knowledge

Candidate demonstration of depth of understanding and application of content knowledge on a topic area in English

3b.1

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

Unit Plan Candidates will create a teaching unit that will contain information about the instructional context, at least three lesson plans, and a reflection. Lesson plans will include performance objectives from the NC Standard Course of Study (NCSCOS) and should include the relative Core Standards for the discipline. The unit plan should demonstrate a variety of instructional strategies that reflect an understanding of current pedagogy for core subjects, relevance for 21st century learners, inclusion of information, media, and technology, and which are developmentally appropriate for the age group taught.

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

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

LEA/IHE Certification of Teaching Capacity

The LEA/IHE Certification of Teaching Capacity will be administered during the student teaching semester as part of a more extensive evaluation process at NC State University. Candidates must score at the “Met” level on all items in order to be recommended for licensure

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

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

Assessing Learning Candidates will demonstrate the ability to plan, implement, and assess instruction.

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

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

Leadership & Collaboration

Candidates will complete a collaboration project working in interdisciplinary teams to address one of the goals found in a School Improvement Plan.

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


SECTION II: Relationship of the Evidence to the Standards

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

DEMONSTRATING THE DESCRIPTORS OF THE ELEMENTS

1. TEACHERS DEMONSTRATE LEADERSHIP

a. Teachers lead in their classrooms.

1. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study.

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

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

4. Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint.

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

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b. Teachers demonstrate leadership in the school.

1. Engages in collaborative and collegial professional learning activities.

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

3. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.

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c. Teachers lead the teaching profession.

1. Participates in professional development and growth activities.

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2. Begins to develop professional relationships and networks. #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 standards

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

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

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

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

adults. 1. Maintains a positive and nurturing learning environment.

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

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

1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.

2. Incorporates different points of view in instruction.

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

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c. Teachers treat students as individuals.

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

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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

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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.

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

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

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

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

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

1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.

2. Relates global awareness to the subject.

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

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d. Teachers make instruction relevant to students.

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

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

4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS

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

intellectual, physical, social, and emotional development of their students. 1. Identifies developmental levels of individual students and plans instruction accordingly.

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

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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.

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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.

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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

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student leadership.

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.

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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.

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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 Evidences

Evidence #1 (State Prescribed)

Content Knowledge: Evidence that demonstrates breadth of general content knowledge of language arts.

Evidence(s): Transcript

Descriptors: 3b.1

MAT: Candidates will have completed a minimum of 24 hours with a grade of C or better in undergraduate English, literature, composition, and rhetoric courses. NC TEACH: The transcripts for NC TEACH candidates are individually evaluated and each candidate is provided with a specific plan of study to ensure that have completed a minimum of 24 semester hours within their content area with a grade of ‘C’ or better. In addition to their prescribed program of study all candidates are required to pass the appropriate Praxis II exam in their licensure area.


Evidence #2

Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in language arts.

Evidence(s): Thinking Deeply About English

Descriptors: 3b.1

Name of Evidence: Thinking Deeply about English

• MAT candidates will present an original professional paper within the English content modeled after a journal article or thesis in ED 571 – Seminar in Inquiry and Professional Development.

• NC TEACH candidates will present an original professional paper within the English content modeled after a journal article or thesis in ECI 473.

Content Evidence Assignment

ED 571 Inquiry & Professional Development

This assignment is your opportunity to thoroughly research and document your understanding of a content topic that you will teach. Teachers must have a profound understanding of the topics they teach. Teachers' understandings must have depth and breadth well beyond that which they actually present to children. In order to identify students’ misconceptions, you need to have a complete understanding yourself.

This is not a lesson or a teaching assignment, but rather evidence of content knowledge. The products include: 1) a written document to turn in (approximately 10‐12 typed pages, double spaced, 12 point font, not including images and references and (2) a presentation to the class that includes visuals.

Steps:

1. Choose a topic, conduct a thorough investigation on this topic using at least 10 different sources. Be sure each source is reputable and reliable (e.g., not Wikipedia). Reputable sources include but are not limited to: peer‐reviewed journals, material published by a reliable publishing house, online sources with references (often .edu helps).

2. Organize your document so there is a main topic and 3‐6 subtopics that support understanding of the main topic (see attached examples). Detail, explain, and/or describe both the main topics and each subtopic.

3. Identify and include key vocabulary terms that are necessary for the understanding of this topic. Include the terms and their definitions. Do not use Websters definitions as they may not be particular to the field. Include descriptions of specific examples of real world applications of your topic.

4. Identify and include relevant names and describe key contributions of developers of the knowledge regarding this topic (i.e. theorists, historical and modern key figures in research or practice, researchers or sponsors of legislation or inventors of assistive devices).

5. Prepare a 10‐15 minute presentation of the topic to share your understanding with your classmates. Remember that the depth of understanding of content should be beyond elementary school level. Your understanding of the content needs to be clearly presented and include technology and visuals; however, your visuals should supplement your presentation rather than carry the load.


Evidence #3

Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research‐verified practice.

Evidence(s): Unit Plan

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

Name of Evidence: Unit Plan

• Students will create a teaching unit that could be implemented during Lateral Entry teaching or student teaching. The unit plan will contain information about the instructional context, at least three lesson plans, and a reflection. Lesson plans will include performance objectives from the NC Standard Course of Study (NCSCOS) and should include the relative Core Standards for the discipline. The unit plan should demonstrate a variety of instructional strategies that reflect an understanding of current pedagogy for core subjects, relevance for 21st century learners, inclusion of information, media, and technology, and which are developmentally appropriate for the age group taught.

• The evidence addresses the descriptors through the criteria as follows:

I. Introduction (3a.1, 3a.2, 3b.1, 3c.1, 4b.1, 4c.1) ‐ In this section you need to describe the context of the unit plan. This should be written in such a way that readers can “see” your class. Be sure to include the following:

A. Instructional Context ‐‐

o The course title and unit covered for this project o The number, ages, and grades of students in the class o The relevant characteristics of the class that influenced your planning for this instructional sequence o The relevant characteristics of the students with exceptional needs and abilities that influenced your planning for

this instructional sequence; who was consulted regarding these students

B. Planning

o An overview of the topic of study and its position in the NC Standard Course of Study . o An overview of how the unit incorporates Learning and Innovation and 21st Century skills. o A description of all collaboration and resources used to plan the unit, broad learning outcomes and objectives for

the unit, and any prerequisite knowledge students should have prior to the unit.

II. Three Lesson Plans (2b.2, 3a.1, 3a.2, 3c.1, 3d.1, 4a.1, 4b.1, 4c.1, 4h.1, 4h.2) – In this section you will include the appropriate lesson plan format and a brief description for each lesson. The collective lesson plans must demonstrate the following:

• Measureable learning objectives • Provisions for learners with special needs and evidence of consideration of a diverse student population • Learning activities that allow students to use higher order thinking skills and creativity. • Activities that allow for cooperative learning/collaboration • Learning activities that allow for exploration of/through Information, Media and Technology skills • A variety of lesson types (open‐ended exploration, application and synthesis, direct instruction, guided discovery,

etc,) • Development of literacy skills (reading and writing)


• Opportunities for Interpretive, Interpersonal, and Presentational Communication • Examination of cultural products, practices and perspectives

III. Reflection (2a.1, 2b2b.2, 2b.3, 2c.1, 2d.1, 2d.2, 3a.1, 3a.2, 3b.1, 3b.2, 3c.1, 3c.2, 3d.1, 4a.1, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2) ‐ In this section you will reflect on your experiences of this unit plan as a whole. If you teach this plan, you can reflect after it is taught. Include the following:

• How do the lesson plans measure performance objectives from the NC SCOS and relate to the Core Standards? • How does the unit relate to your students? Consider age group and developmental characteristics. • What student characteristics did you consider during your planning? Refer to learning styles, multiple intelligences,

needs of exceptional students, diversity, gender, and emotional/physical/social development of your students • How did you address students with special needs without calling attention to their needs? • Explain how the cooperative learning activity helps students build skills in teamwork, cooperation and leadership,

and how it can foster a positive classroom atmosphere. • How will you manage student behavior during the lesson?

Evaluation: The evidences will be evaluated using a program rubric. Students must score a minimum of “Proficient/Acceptable” on the rubric to be considered for licensure.


Evidence #4 (State Prescribed)

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

Evidence(s): LEA/IHE Certification of Teaching Capacity

Descriptors: 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

The LEA/IHE Certification of Teaching Capacity will be administered during the student teaching semester as part of a more extensive evaluation process at NC State University. Candidates must score at the “Met” level on all items in order to be recommended for licensure


Name of Evidence: Assessing learning

• Demonstrates ability to plan, implement, and assess instruction. Student will select two student responses for two different instructional prompts/activities. These should provide insight to students’ conceptual understanding of a topic within the context of instruction. Students will also submit a written commentary that provides a context for instructional choices and describes, analyzes, and reflects upon your teaching of this sequence. The instructional activities should reflect the NC Standard Course of Study Objectives, the Core Standards for your discipline, and a variety of instructional strategies that demonstrate your understanding of current pedagogy, diversity, inclusion of information, media and technology, relevance for 21st century learners, and which are developmentally appropriate for the age group taught.

• Students will show how to assess student progress in the subject area, incorporate higher order thinking skills, differentiation, and use data.

• The evidence addresses the descriptors through the criteria as follows:

I. Introduction (2a.1, 2b.1, 2b.3, 2c.1, 2d.1, 2d.2, 3a.1, 3a.2, 3b.2, 3c.1, 3c.2, 3d.1, 4a.1, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2) ‐ In this section students will describe the context of your instructional sequence and activities. This will be written in a way that the readers can “see” the class. Be sure to include the following:

A. Instructional Context

• The course title and unit covered for this evidence • The number, ages, and grades of the students in the class • The relevant characteristics of the class that influenced your planning • The relevant characteristics of the students with exceptional needs and abilities that influenced your planning; who

was consulted regarding these students B. Planning

• An overview of the topic of study and its position in the NC Standard Course of Study and the manner in which it meets the Core Standards for your discipline.

• An overview of how the instructional activities incorporate Learning and Innovation and 21st Century skills. • A description of collaboration and resources used to plan, broad learning outcomes and objectives, and any

prerequisite knowledge the students should have prior to the learning sequence. •

II. Instructional Sequence ‐ Students will select an instructional sequence from which you will choose student work in response to two instructional activities. The instructional sequence must be one in which students are engaged in communicative practices, using the target language, and working individually and cooperatively. Assessments will reflect what students can do with the language. Students will answer the following:

• How long is the instructional sequence? • How were the results of the first assessment used to determine subsequent experiences for these students? • What goals were chosen for the featured instructional sequence? Why are these goals important and

appropriate for these two students? Refer to the backgrounds, experiences, and goals of these two students. • What other factors influenced teacher planning?

III. Analysis of Student Work (1a.1, 1a.2, 2a.1, 2b.1, 2b.3, 4a.1, 4a.2, 4c.1, 4h.1, 4h.2, 5a.1) – Select two students whose responses give an opportunity to discuss practice. Choosing two students who represent different kinds of challenges may

Evidence #5

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

Evidence(s): Assessing Learning

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


readily offer such an opportunity. The focus of this evidence is on teaching practice, not the level of student performance on the assessment. Include one formative and one summative assessment. Include the following information in the assessment analysis:

A. Student selection – include a separate section for each student. Refer explicitly to the two featured activities and the students’ responses to both activities to provide concrete examples to illustrate your points. Address the following questions:

• Why was this student chosen? What is important to know about this student to understand and interpret her/his responses? Describe the unique characteristics of this student as a learner and as a learner of languages?

• What is known about this student’s prior learning experiences, learning preferences, backgrounds, interests, and goals?

B. Impact on Student Learning • What does this student’s work reflect about the achievement of your learning goals and his/her conceptual

understanding of the material that you presented? Teacher should show evidence that student made progress and include examples of student work as support.

• Describe in detail the feedback (both written and verbal) that was provided for this student and how you this feedback will foster the student’s growth in this subject.

IV. Reflection ‐ reflect on your experiences with this project as a whole, and how subsequent instruction was guided based on the student work analysis. Be sure to address the following:

• What does the work of each of the two students suggest about next steps for instruction? (What evidence reflects this?)

• After reviewing student responses to the activities, what would be done differently in the future (before, during or after)? What would be repeated?

• How were the visual and physical aspects of the classroom modified to enhance student success? How was equity and access provided to learning for all students?

• Based on the results of the assessments, how did instructional practice meet the needs of these students and encourage student learning?

• Evaluation: This evidence will be evaluated with a program rubric. Students must score a minimum of “Proficient/Acceptable” on the rubric.


Name of Evidence: Leadership & Collaboration

The College of Education (CED), as a part of its re‐visioning collectively requires one specific activity for all candidates to demonstrate their professional development, knowledge and skills. Fulfillment of this evidence will be demonstrated through presentation of a product in a content (or level)‐specific cohort meeting. This project demonstrates the Learning and Innovation Skills outlined in the 21st Century Skills Framework (Creativity and Innovation; Critical Thinking and Problem Solving; and Communication and Collaboration) and the candidates’ capacity to utilize professional development, identify the characteristics or critical elements of a school improvement plan, develop an initiative, use appropriate data, and collaborate with others in a collegial manner. Candidates’ who extend this project will have the ability to demonstrate how they seek additional professional development opportunities, extend professional networks, implement school improvement activities, and communicate with colleagues, families, and other stakeholders.

MAT: Each candidate the MAT program will complete the Collaboration Project as the signature artifact in ED 571 Inquiry & Professional Development. Candidates will work in subject and/or grade‐level specific cohorts (no more than 4‐5 students per group) to develop a project to address one of the goals found in a School Improvement Plan (SIP). Teams will be expected to develop an initiative to meet the goal (and if possible implement the project in a school), included in the initiative proposal should be specific outcomes of the initiative, types of evidence to be collected, and how the evidence will be evaluated and timelines. Teams will also develop a plan for informing colleagues, parents, and students describing the initiative and a sample report detailing the conclusions of the project with recommendations. NC TEACH: Each candidate in NC TEACH program will complete the Collaboration Project as the signature assignment in their Super Saturday course (ECI 474 and ECI 476). Candidates will work in subject and/or grade‐level specific cohorts (no more than 4‐5 students per group) to develop a project to address one of the goals found in a School Improvement Plan (SIP). Teams will be expected to develop an initiative to meet the goal (and if possible implement the project in a school), included in the initiative proposal should be specific outcomes of the initiative, types of evidence to be collected, and how the evidence will be evaluated and timelines. Teams will also develop a plan for informing colleagues, parents, and students describing the initiative and a sample report detailing the conclusions of the project with recommendations. They will share and present within their cohort in ECI 474 and ECI 476. Scoring: Successful completion of the project will result in the candidate meeting each of the ACCEPTABLE elements on the attached rubric. Candidates who wish to extend the project can attach additional documentation to support their desire to be rated in the TARGET category. This documentation should include an actual report with the results of the implemented project, and a one‐page paper describing their experiences working in PLC’s, participating in other professional development opportunities, and their participation in their professional organizations and how each of these experiences contributed to their overall goals.

Evidence #6

Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.

Evidence(s): School Improvement Plan Collaboration Project

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


Program: NC TEACH/MAT Middle Grades Language Arts Program Coordinators: Dr. Grant Holley, Dr. Drinda Benge, Alison Winzeler

D. The timeline for implementation.

Program Map to 2012 Semester/Year Spring 2012 Fall 2011 Fall 2010 Fall 2009 Fall 2008

Class Category 2011‐2012 Cohort – New Program

2010‐2011 Cohort – Old Program*



2008‐2009 Cohort – New Program*

Courses Full Program Full Program Full Program Full Program Full Program

*Student must become fully licensed by Spring 2012 in order to be eligible for Old Program. Students who complete the NC TEACH coursework and do not obtain a Lateral Entry position or Student Teach must have no fewer than three evaluations submitted by an NC TEACH administrator once they procure a Lateral Entry position.